Classroom coping strategies of children with motor difficulties

Children with low motor competency have additional classroom struggles when coping with their first year of mainstream education. This study identified and examined the classroom coping strategies and behaviours of children with motor difficulties. Eleven students were recruited after the Test of Gross Motor Skills (TGMD 2nd) identified as having poor gross motor development. The primary research method was classroom observations conducted after obtaining ethical approval and parental consent. Parental Interviews and a nine-month observation period commenced in term two of the Australian School System, which aimed to identify specific behaviours and the coping strategies adopted by the individual participants in the classroom. The participants were observed on different school days at various times so individual coping behaviours could be recorded. An inductive approach and thematic analysis identified emerging themes, behaviours, and coping strategies. Results indicated that all participants demonstrated multifaceted coping behaviours, divided into several common emerging categories: emotional, physical, social, and cognitive responses. Coping strategies were further classified as productive (positive) or non-productive (negative), emotionally based or problem-solving. The lack of motor competency significantly influenced the participants' behaviours when displaying strategies to cope with classroom activities.