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10 January 2022 | Story Elsabé Brits
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 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

2015/2016 SRC candidates announced
2015-08-19


Ledimo Nthejane, Independent Electoral Commission Provincial Manager, announcing the contenders for SRC elections at the Bloemfontein Campus.
Photo: Johan Roux

Congratulations to the successful 2015/2016 Student Representative Council (SRC) nominees. We wish you all the best with your campaigning.

The Electoral Commission of South Africa (IEC) has been appointed by the UFS to take responsibility for the operational aspects of the upcoming SRC elections on the Bloemfontein campus.  Their involvement spans over the period from the nomination process up to the announcement of the election results on 3 September 2015.

Bloemfontein Campus:

  • Edward de Wet (President)
  • Lindokuhle Ntuli (President)
  • Mpho Khati (Vice-President)
  • Nigel Marchall Masalla (Vice-President)
  • Nicola King (First-generation students)
  • Brand Louw (First-generation students)
  • Dineo Khotso Mashile (Transformation)
  • Katleho Mmolayeng Letube (Transformation)
  • Jeanne-Mari McDonald (Legal and Constitutional Affairs)
  • Lesley-Anne Terblanche (Legal and Constitutional Affairs)
  • Luke Harrold Small (Legal and Constitutional Affairs)
  • Nomathamsanqa Nomvula Kraai (Legal and Constitutional Affairs)
  • Victor Sejane (Student Accessibility)
  • Sam-Maree Rooi (Student Accessibility)
  • Rememberance Rohula Kgabu (Student Accessibility)
  • Delia Moumakwe (Culture)
  • Mohau Moses Lesebo (Culture)
  • Kabelo Elijah Noosi (Sport)
  • Neo Gift Thebe (Sport)
  • Peo Morwesi Segano (Media and Marketing)
  • Gali Moticoe (Media and Marketing)
  • Mafelleng Itumeleng Matla (Student Development and Environment)
  • Karabo Pheko (Student Development and Environment)
  • Shaun Grobler (Treasurer)
  • Cornel Vermaak (Treasurer)
  • Katleho Masheane (Treasurer)
  • Thulani Babeli (Treasurer)
  • Nothando Hlophe (Secretary)
  • Tsietso Mafaso (Secretary)
  • Mihlali Matanzima (Secretary)

Qwaqwa Campus:

  • Tseko Masoeu (President)
  • Ntokozo Mbele (President)
  • Paseka Sikhosane (President)
  • Ntandoyenkosi Mndebele (President)
  • Zethu Mhlongo (Deputy President)
  • Limpho Mape (Deputy President)
  • Mpho Pooe (Deputy President)
  • Langelihle Mzobe (Deputy President)
  • Bannetse Mokhatla (Secretary General)
  • Londiwe Shezi (Secretary General)
  • Nondumiso Langa (Secretary General)
  • Palesa Selepe (Treasurer General)
  • Sabelo Vilakazi (Treasurer General)
  • Sinenhlanhla Mfeka (Treasurer General)
  • Solomuzi Khathi (Treasurer General)
  • Busisiwe Nkosi (Politics and Transformation)
  • Banele Mndwaweni (Politics and Transformation)
  • Nthabiseng Mokoena (Politics and Transformation)
  • Sibusiso Nyambose (Media and Publicity)
  • Nonkululeko Shabalala (Media and Publicity)
  • Khulani Mhlongo (Media and Publicity)
  • Bongiwe Buthelezi (Media and Publicity)
  • Nhlanhla Shabalala (Student Development and Environmental Affairs)
  • Thulane Dubazane (Student Development and Environmental Affairs)
  • Lindokuhle Ngubane (Student Development & Environmental Affairs)

Nominations for the Secretary and Treasurer portfolios are still open until 12:00 noon on Friday 21 August 2015.

Important dates to note:

18 August 2015 - Bloemfontein and Qwaqwa Campus campaigning commences

27 August 2015 - Qwaqwa campaigning ends

30 August 2015 - Bloemfontein campaigning ends

28 August 2015 - Qwaqwa Election Day

31 August 2015 - Bloemfontein Election Day

1 September 2015 - Qwaqwa SR handover and establishment sitting

4 September 2015 - Bloemfontein SRC handover and establishment sitting

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