Caroline Andries

Fundamental movement skill performance of preschool children in relation to family context

Abstract Evidence suggests the development of fundamental movement skill (FMS) is a key factor in promoting long-term physical activity. Low levels of activity among preschool children and the relationship between physical activity and the development of fundamental movement skills underline the need to determine the factors associated with childrens development of such skills. As parents play an important role in the socialization process, the aim of this study was to examine correlates of family and neighbourhood characteristics as well as parental behaviour and beliefs on FMS performance in 4- to 6-year-old preschool children. Relationships between preschool childrens FMS performance and family contextual variables were examined within a sample of 846 preschool children. Results identified positive associations of FMS performance with parental education, fathers physical activity, transport to school by bicycle, and the high value placed by parents high on sport-specific aspects of childrens physical activity. Variables negatively associated with preschool childrens FMS performance included father–child interaction in TV-viewing and reading books, the high importance placed by parents on winning and performance in childrens physical activity. Furthermore, the ambiguity of associations between FMS performance and parental beliefs underlined its complexity.

Interaction of Parenting Styles and Attention Deficit Hyperactivity Disorder in Iranian Parents

ABSTRACT This study examines the mutual relationships between parenting styles and attention deficit hyperactivity disorder (ADHD), utilizing a sample of 130 Iranian parents of children with ADHD and 120 parents of children without ADHD. The results indicate that there are significant relationships between ADHD and parenting styles. That is, there is a negative relationship between having an ADHD child and applying authoritative parenting style, whereas the relationship is positive for the authoritarian style. We do not find any significant relationship between having an ADHD child and applying a permissive parenting style. Gender comparisons indicate that fathers and mothers of non-ADHD children show no difference in using parenting styles, but parents of ADHD children show some differences in authoritative and authoritarian styles. The findings are in agreement with the interactive views on ADHD etiology (Hinshaw, 1994) and also with findings showing that the continuation of ADHD through development is partly related to parenting style (Campbell & Ewing, 1990). Implications for assessing both parenting styles and parental training are discussed.

Higher education students with disabilities speaking out: perceived barriers and opportunities of the Universal Design for Learning framework

Abstract The Universal Design for Learning (UDL) framework offers a promising strategy to address the needs of higher education students with disabilities; UDL aims to support access, participation and progress for ‘all’ learners, resulting in more accessible learning environments. The objective of this qualitative study is to explore whether UDL addresses the learning needs of students with disabilities effectively. Findings suggested that students’ perceptions align well with UDL’s principles, especially with the principle of multiple means of engagement. Additionally, we found that meeting the learning needs of some students may create barriers for others. To overcome these weaknesses, UDL needs to address the individual learning needs of students, not only through setting and curricular changes, but also in a direct way. Therefore, this study argues for responsive teaching whilst implementing UDL in a flexible way. Helping students to articulate their learning needs by asking them the right questions will be crucial.