FUNDAMENTAL MOVEMENT SKILLS OF CHILDREN WITH DOWN SYNDROME: THE ROLE OF BALANCE AND WORKING MEMORY.

Abstract

Background and Aim: Fundamental movement skills (FMS) proficiency is important in children because it is associated with greater physical activity engagement. We previously showed that children with Down Syndrome (DS) have delayed FMS development, potentially as a consequence of balance deficits. This study, therefore, examined the relationship of FMS proficiency with balance ability. We also examined the relationship of FMS proficiency with working memory to support evidence-based intervention programming. Methods: Participants included children with DS (n=21), and age-matched typically developing (TD) children (n=20). FMS subskills (locomotor, object control) were measured using the Test of Gross Motor Development-2. Balance ability (centre of pressure [COP] parameters) was measured using a force measurement plate. Short-term memory was measured using the forward digit recall test (verbal), and the forward Corsi block tapping test (visuospatial). Results: COP parameters were associated with both locomotor and object control scores. Stepwise linear regression revealed that specific COP parameters explained the variance of object control to a greater extent than locomotor scores; more so amongst children with DS than TD children. Locomotor and object control scores were significantly associated with verbal and visuospatial short-term memory in children with DS; but only with visuospatial short-term memory in TD children. Discussion: Children who displayed greater stance stability also had better FMS proficiency. Such an association was stronger in children with DS than in TD children. As FMS proficiency of children with DS appears to be related to balance ability, it is suggested that physical training of children with DS should consider incorporating balance components. Both verbal and visuospatial short-term memory influence FMS proficiency, implying that training programmes should be tailored to accommodate cognitive deficits. Further research is recommended to explore the findings in a training context. ABSTRACT FROM AUTHOR