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Examining the influence of social behavior on motor skills during physical activity in children with physical disabilities

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  • Children with physical disabilities typically participate in physical activities that are aligned with their function. As a result, children with physical disabilities engage in solitary activities more often, leaving little room to practice age appropriate social behaviors during physical activity with peers (Livingston et al, 2011). Emerging literature supports the prescription of participation-based physical therapy for children with physical disabilities to achieve certain goals, such as improving motor skills (Palisano et al, 2012). Motor skill proficiency is strongly correlated with a child’s physical activity (PA) level and children with physical disabilities are less physically active compared to typically developing children (Maher et al, 2007). Participation-based therapy assumes that physical therapists support social environments to achieve a child’s personal goals. However, relations between social behaviors and motor skills during physical activities have been underexplored. The purpose of this investigation is to examine relations of social behaviors and FMS performance during PA in children with physical disabilities in order to further guide and support participation-based therapy methods.
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  • Undergraduate Research Awards Program
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