Acta Univ. Palacki. Olomuc., Gymn. 2008, vol. 38, no. 4 25 PREDICTION OF LEARNING DIFFICULTIES WITH THE TEST OF COMPLEX IMITATION OF MOVEMENT Tjaša Filipčič, Martina Ozbič Faculty of Education, University of Ljubljana, Ljubljana, Slovenia Submitted in December, 2008 Developmental Coordination Disorder (DCD) is one of all of the heterogeneous range of developmental disor- ders affecting the initiation, organization and performance of actions. It is often being overlooked in school practice and in everyday work with children. Therefore, the aim of this article is to draw attention to this problem and prove how children with DCD can be easily recognized by teachers of different subjects. Especially PE teachers are those who can recognize pupils with learning difficulties, in informal tasks, and later on organize appropriate intervention. A quicker prognosis can lead to faster intervention resulting in the progress of children with DCD in their movement abilities. This research has shown that on the basis of twenty tasks of the Bergès-Lézine’s test of the complex imitation of movement/gestures, we can predict which children have some learning difficulties and which do not. Particularly we wish to emphasize three tasks (12, 17 and 20) where children had to cross the vertical midline of their bodies. These three tasks involve bilateral coordination. Children with DCD signs face problems in spatial orientation and in complex imitation of movement/gestures. On the basis of great differences, found in tasks where pupils had to cross the vertical midline of their bodies and rotate their palms, children can be classified into two groups (with and without motor and learning difficulties). Keywords: DCD, learning difficulties, manual constructional dyspraxia. INTRODUCTION Movement is very important during a child’s devel- opment. It shapes their bodies’ scheme, their sense of time and space, their planning ability and adaptability. It is based on self esteem, acquirement of self confidence and personal motor skills, as well as progressive knowl- edge in motor learning and knowledge of cooperation, mutual and self respect and consideration of diversity. Sometimes a child’s motor development is not in pro- portion with his/her general development. This can be recognized by parents and/or by teachers, especially those of physical education, or by other school experts. These children can have Developmental Coordination Disorder (DCD), also known as Developmental Dyspraxia (Kirby, 2005). It can be recognized in chil- dren who experience movement difficulties and who are without any known medical condition or identifiable neurological disease (American Psychiatric Association, 2000). The specific manifestations of the disorder are varied and pervasive including both gross and fine mo- tor skills (Visser, 2003). These problems make a child’s day to day activities (such as dressing/undressing, tying shoe laces, doing up a button and writing), as well as sports activities (such as skipping and ball dribbling), extremely difficult. Therefore, in comparison with older children, the lack of different movement abilities can be observed. In a way these characteristics may be rec- ognized as motor immaturity. Often the problems de- scribed are associated with yet other difficulties (such as dropping objects, frequent falls, fine motor skills prob- lems, sensor integration, visual perception, reading and writing difficulties). Gross motor skills problems occur in an overflow of energy spent for the practice of even such a basic skill as standing upright (Williams, Fisher, & Tritscher, 1983). In addition to that, problems occur in jumping, roller-skating, accurate throwing of different objects; and especially in the simultaneous coordination of hands with different or identical motor patterns. Even more problems appear with the timing of movement/ gestures. Children experience lack of balance, rhythm and spatial orientation, as well as fear of heights and climbing. The realization of the complex movement/ gesture is not problematic, however the problem is in its planning. It has been estimated that between 5% and 9% of all school aged children meet the diagnostic criteria for DCD (Henderson & Hall, 1982; Sugden & Wright, 1998). It was also found that more boys than girls have DCD. These children often have difficulties with read- ing, writing and mathematical reasoning. Primary school teachers explain school failure with a lack of learning and effort, also with shallowness of character, etc. Dur- ing PE classes, different problems can occur. Some of