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31 October 2021 | Story Elsabé Brits | Photo Supplied
Dr Monique De Milander
Dr Monique de Milander, Lecturer in Exercise and Sport Sciences at the UFS, is leading research on attention-deficit hyperactivity disorder (ADHD) and visual and motor control difficulties.

 

Research done by the University of the Free State (UFS) has shown that Grade 1 learners not only experience visual problems, but also developmental coordination disorder. Teachers and parents can help to identify this.

In the first study published in the South African Journal of Child Health (https://doi.org/10.7196/SAJCH.2021.v15i1.1705), Dr Monique de Milander, Lecturer in Exercise and Sport Sciences at the UFS, led research on attention-deficit hyperactivity disorder (ADHD) and visual and motor control difficulties.

“Visual problems are often overlooked and are seen as a hidden disability. Thus, children are labelled as ADD/ADHD, but in fact, they have learning-related visual problems. Our eyes connect the world with the brain, and we receive 80-90% of information from our eyes. Consequently, visual problems lead to poor vision, and these visual problems will interfere with children’s ability to learn in the classroom,” she explains.

During the study, ADHD symptoms were found to be significantly associated with half of the visual functioning difficulties. These skills include fixation – the ability to fixate on a stationary object with both eyes – in addition to fixating with the eyes independently. 

Ocular alignment of the right eye was indicated as a problem – the ability of the two eyes to work together in order to view an object clearly. Therefore, the eyes must move in a coordinated manner. Visual tracking was the skill that the children struggled with the most in both screening tests; thus, to follow a moving object. This was found for both eyes – the right eye on an X shape, and the left eye on a circle. 

She added that science suggests that although children at the age of five or six can perform a variety of manipulative skills such as catching, throwing, kicking, and hitting, the manipulative skills that require visual tracking or the ability to intercept moving objects, develop somewhat later (eight years) due to the sophisticated visual-motor requirements. 

Furthermore, although maturation plays a role in achieving these skills, children need opportunities to practise the skills in a variety of settings. Parents and teachers should encourage children to take part in physical activities and sports, in addition to proper instruction on how to perform the manipulative skills.

How will these visual difficulties be identified?

It is important to note that children can fixate, visually pursue objects, and reach accurate decisions about the size and shape of an object; however, some refining still has to take place. In other words, the perceptual abilities of the young child are not yet complete. Some examples of visual perception problems in a young child, as indicated by perceptual motor skills involving the eyes, are as follows: 
    
1. Using control to intercept a ball 
2. Interchanging letters and numbers
3. Poor perception of moving objects
4. Poor figure-ground perceptual abilities
5. Distance perception
6. Anticipating timing

What is the next step after identifying visual difficulties?

The first aspect to take into consideration is the age of the child since we now know that their perceptual abilities need to be refined. If the problem continues, screening tests can be done. If the child is at risk, it is recommended that the parent see an optometrist who specialises in visual problems.

How does one assist a child with ADHD in the classroom?

Five tips for teaching students with ADHD:
1. Change activities frequently to accommodate short attention span
2. Use a positive behaviour modification programme to keep student focused on task
3. Incorporate 3-5 min of conscious relaxation at the end of the physical education period
4. Give brief instructions
5. Use activities that promote cooperation among all students

In another study led by Dr De Milander and published in the South African Journal of Childhood Education (https://sajce.co.za/index.php/sajce/article/view/930), the early identification of learners with developmental coordination disorder was researched.


In children experiencing poor motor skills (fine and gross motor coordination difficulties), without evidence of a neurological disorder and which cannot be linked to a general medical difficulty such as cerebral palsy or a pervasive development disorder, the low motor skills are significant – to such an extent that it interferes with their social competence, academic performance, and physical development, leading to problems with completing daily activities, Dr De Milander explains.

The characteristics of developmental coordination disorder are:

• Experiencing problems getting dressed and tying shoelaces
• Finding it difficult to run, skip, or jump
• Experiencing problems with visual perception 
• Poor pencil grip
• Slow and hesitant movement
• Poor spatial concepts about in front, behind, next to, below, and above 
• Unable to catch or kick a ball
• Finding it difficult to work in group context

She gives the following advice: Children should be motivated and challenged to participate in simple, yet enjoyable and relaxing physical activities. The focus should be on the child's strengths and not his/her weaknesses. Allow the child to play regularly in sandboxes and with clay. Improve the child’s ball skills by catching and throwing. Motor skills must be learnt through simple mastery steps. Improve the child's movement skills and make participation in movement activities enjoyable and challenging. Concentrate on reaction skills and play in which the child can participate. In extreme cases, specialised treatment by an occupational therapist and a kinderkineticist is important.

It is important to know that children do not outgrow these disorders as previously believed; therefore, many children still experience these difficulties as adolescents. Thus, if your child is experiencing any problems, take cognisance of the problem and address it as soon as possible. Professionals such as kinderkineticists are available in private practice and at various schools to assist your child in improving a variety of deviations. The kinderkineticist can evaluate your child through a standardised test to determine the problem, and then suggest an intervention to address the specific problem, as well as to prevent secondary problems such as low self-esteem, physical inactivity, overweight and obesity, etc., which are associated with these disorders.

For help, visit the website of the South African Professional Institute for Kinderkinetics (https://kinderkinetics.co.za/) where you will be able to find a kinderkineticist in your area.

Kinderkinetics is a profession aimed at promoting and optimising the neuromotor development of young children (0-13 years) through science-based physical activity.  All programmes within this profession have a preventative, stimulating, developing, and rehabilitative nature. In summary, it has the following goals:

• Promoting functional growth and proper motor development in young children.
• Focusing on certain movement activities to promote/facilitate sport-specific skills.
• Implementing appropriate rehabilitation programmes for children with growth and/or developmental disabilities in order to maintain an active, healthy lifestyle.

News Archive

New student leaders for UFS
2013-08-29

 

Rudi Buys, Dean of Student Affairs (centre), with newly elected president of the Bloemfontein Campus SRC, Phiwe Mathe (left) and Matlogelwa Moema, president of the Qwaqwa Campus SRC.
Photo: Sonia Small
29 August 2013

  Photo Gallery
2013/14 Student Representative Councils: YouTube video

Phiwe Mathe and Matlogelwa Moema, both third year students, have been elected as presidents of the 2013/14 Student Representative Councils (SRC) of the University of the Free State’s Bloemfontein and Qwaqwa Campuses respectively. They now also serve as the presidency of the Central SRC and will take up their seats as voting members of the UFS council in September 2013. Thirty-eight candidates contested the 19 elective seats of the campus SRCs, for which 83 nominations were received.

Rudi Buys, Dean of Student Affairs, announced the completion of the elections at the two campuses as successful.Buys deemed the elections highly significant, considering it is the third year of peaceful elections since students adopted changes in student governance in 2011. These changes included, among others, the introduction of independent candidacy for elective portfolios and organisational candidacy in SRC sub-councils that hold ex-officio seats on the campus SRC. Changes also included the establishment of student representative seats in faculty forums and the adoption of reviewed SRC constitutions, Buys said.

The SRC elections at the Qwaqwa Campus were completed on 23 August 2013, while the elections at the Bloemfontein Campus took place on 26 and 27 August 2013. Elections at the Qwaqwa Campus showed a voter turnout of 44% and at the Bloemfontein Campus a turnout of 31.5%, which is among the highest in the country.

Both campuses reached the required quorums and the campus elections bodies, the IEA (Bloemfontein Campus) and IEC (Qwaqwa Campus), declared the elections free and fair and announced the results as a true reflection of the will of the student bodies at the campuses.

This year also saw the piloting of a central SRC elections oversight committee (CEC) to strengthen independent oversight of all elections. The CEC monitors the elections as free, fair and democratic and consists of senior academics and former student leaders of the Student Elders Council. Prof Loot Pretorius, inaugural chair of the CEC, announced the CECs confirmation of the SRC elections across campuses as free, fair and democratic.

Celebrations marked a mass meeting on the Bloemfontein Campus where the new student leaders were announced on Thursday 29 August 2013. There were cheers and singing as Quintin Koetaan, Head of the Bloemfontein IEA, on behalf of the two elections bodies, read the names of the newly-elected student leaders of both campuses. Delivering his victory speech, Phiwe thanked competitors for running a good debate, saying it was not about characters or personalities, but rather the ideas that would best serve a Kovsie. “Students will remain central and the ‘R’ is back in SRC,” he told the resounding crowd. Matlogelwa reiterated this message and said, "the SRC is for students and will serve all students equally."

Following on the heels of the SRC elections, voting for residence committees will take place next week with 618 candidates contesting 231 available positions. The elections of association executive committees will also take place in September.

The new SRC members of the Bloemfontein Campus are:

President: Phiwe Mathe
Vice-President: Tshepo Moloi
Secretary: Masiteng Paul Matlanyane
Treasurer: Willem du Plooy
Arts andCulture:Hlonipa Matshamba
Accessibility and Student Support:Anastasia Sehlabo
First Generation Students: Nthabiseng Malete
Legal and Constitutional Affairs: Mosa Leteane
Media, Marketing and Liaison: Callie Hendricks
Sport: Laurika Hugo
Student Development and Environmental Affairs: Bataung Qhotsokoane
Transformation: Christopher Rawson
Assosiations Council and Ex officio:Ntakuseni Razwiedani
Academics Affairs Council and Ex officio: TBC
Residence Council and Ex officio: Andricia Hinckermann
Commuter Council and Ex officio:Clarise Haasbroek
Postgraduate Council and Ex officio: Oluwatoba Fadeyi
International Council and Ex officio: Brian Hlongwane
Student Media Council and Ex officio: Keabetswe Magano
RAG Fundraising Council and Ex officio: Jaco Faul
Rag Service Council and Ex officio: Suzanne Maree


The new SRC members of the Qwaqwa Campu are:

President: MP Moema
Deputy-President: NT Mndebele
Secretary General: JC Mosiea
Treasurer General: NT Zuma
Politics and Transformation: IT Dube
Media and Publicity: ZF Madlala
Student Development and Environmental Affairs:SS Mtetwa
Off-Campus Students: TSJ Sithole
Arts and Culture: S Mabele
Academic Affairs: NE Litabo
Sport Affairs: TSG Mohlakoana
Religious Affairs:TW Mofokeng
Residence and Catering Affairs: A Ndabankulu
RAG Community Service and Dialogue: S Yende

Issued by: Lacea Loader
Director: Strategic Communication

Telephone: +27(0)51 401 2584
Cellphone: +27 (0) 83 645 2454
E-mail: loaderl@ufs.ac.za

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