TheVirginiaJournal_SpringSummer2024

Benefits of Physical Education for Students with Dysgraphia AnneMarie Trench , Student, Longwood University Anne-Hamilton Leroy , BS, MBA Matthew D. Lucas , Ed.D., C.A.P.E., Professor, Health, Recreation, & Kinesiology, Longwood University

The active participation of a student with Dysgraphia in physical education can often be rewarding for the student with the disorder. These benefits can be both physical and academic. This manuscript will focus on the academic benefits. It will address common characteristics of students with Dysgraphia and present basic solutions to improve the experience of these students in this setting. Initially, the definition, causes, characteristics, and prevalence of Dysgraphia will be presented. The article will then address possible academic benefits of physical education for children with Dysgraphia and methods to possibly achieve these benefits. Definition of Dysgraphia Dysgraphia is a neurological condition and learning disability in which someone has difficulty with writing as compared to same-age peers. This can range from issues with the physical act of writing to issues with translating thoughts into written words. Dysgraphia is manageable with interventions that can help the individual learn new writing strategies (Cleveland Clinic, 2020). The Individuals with Disabilities Education Act (IDEA) states that children who have been diagnosed with disabilities receive special education if the condition negatively affects the educational performance of the child. Children with Dysgraphia, who almost certainly are affected academically, should receive special education services under Specific Learning Disability (SLD). The following definition of SLD is defined in IDEA (2007). Specific Learning Disability is defined in IDEA (2017) as “a communication disorder, such as stuttering, impaired articulation, a language impairment, or voice impairment that adversely affects a child’s educational performance” (Sec. 300.8 (c)(11)). Through experience the authors have observed that physical education teachers are often not involved in the Individualized Education Programs for children with learning disabilities. One should remember that Dysgraphia is a learning disability, and physical education teachers, as observed by the authors, are often not asked to give feedback or assessments to the team. They often do not provide goals specific to physical education. They should be involved. This can only enhance the total education of the child. Causes, Characteristics, and Prevalence of Dysgraphia There is a genetic link to the disorder, but no specific cause has been determined. According to the National Institute of Neurological Disorders and Stroke (2023), causes of Dysgraphia can possibly stem from parietal lobe damage in the brain. In terms of characteristics of potential cognitive deficits,

research has shown that attention; visual and auditory processing; working memory; and logical thinking are all potential characteristics of individuals with the condition (LDA, 2023). Learning Disabilities Association of America (LDA) (LDA, 2023, pp 1) lists the following possible impacts of Dysgraphia on children: • Legibility of handwriting • Remembering how to write specific letters or numbers • Efficiency and speed of writing • Functioning as far as planning and organizing According to the National Library of Medicine, between 10%- 30% of children are affected by dysgraphia (Chung et al., 2020). Academic Benefits for Children with Dysgraphia in the Physical Education Setting The academic benefits of physical education are potentially high for all children. The physical education teacher can arrange activities to address a variety of academic benefits, and these can include writing and memory recall techniques for a student with Dysgraphia which are included below. These activities can still be implemented while following a general physical education curriculum. The educator should always remember that success can lead to confidence which can cross-over into other subject areas. Potential Characteristics of Dysgraphia and the following recommendations, developed by the authors, include the following for each previously noted characteristic for the Physical Education Setting

Potential Characteristics

Recommendations

of Dysgraphia Legibility of handwriting • Physical education teachers

can have students keep orga nized, legible, records of fit ness scores. An example can be provided to each student. • Physical education teachers can work on fine motor skills, to address efficiency and speed of writing. • Physical education teachers can have students display let ters and numbers with their bodies.

Remembering how to write specific letters or

numbers

10 • Virginia AHPERD • SPRING-SUMMER 2024