Abstract
Purpose of Review
This scoping review examines the extent and quality of research literature to determine the impact of motor skills difficulties on college or university students. It assesses the adequacy of current institutional supports and identifies opportunities for more inclusive educational practices.
Recent Findings
Four databases (PubMed, SCOPUS, PsycINFO, and Web of Science) were searched for English-language studies published since 1970. Eighteen studies met inclusion criteria: 12 empirical, 4 descriptive, and 2 program evaluations. Six papers from the UK addressed support, social isolation, and academic confidence; six Israeli studies focused on handwriting, dysgraphia, and accommodations; three US studies examined physical activity; and single studies from Canada, Sweden, and Italy explored social impact, assessment practices, and self-efficacy. Study selection followed PRISMA-ScR and Arksey and O’Malley’s five-stage framework. Findings were qualitatively synthesized.
Summary
Students with motor difficulties face challenges in executive functioning, communication, confidence, and daily living. While support is inconsistent, physical activity and person-centred approaches show promise. Early identification and inclusive practices are essential, with future research needed to centre the student voice and adopt longitudinal, strengths-based approaches.
This scoping review examines the extent and quality of research literature to determine the impact of motor skills difficulties on college or university students. It assesses the adequacy of current institutional supports and identifies opportunities for more inclusive educational practices.
Recent Findings
Four databases (PubMed, SCOPUS, PsycINFO, and Web of Science) were searched for English-language studies published since 1970. Eighteen studies met inclusion criteria: 12 empirical, 4 descriptive, and 2 program evaluations. Six papers from the UK addressed support, social isolation, and academic confidence; six Israeli studies focused on handwriting, dysgraphia, and accommodations; three US studies examined physical activity; and single studies from Canada, Sweden, and Italy explored social impact, assessment practices, and self-efficacy. Study selection followed PRISMA-ScR and Arksey and O’Malley’s five-stage framework. Findings were qualitatively synthesized.
Summary
Students with motor difficulties face challenges in executive functioning, communication, confidence, and daily living. While support is inconsistent, physical activity and person-centred approaches show promise. Early identification and inclusive practices are essential, with future research needed to centre the student voice and adopt longitudinal, strengths-based approaches.
| Original language | English (Ireland) |
|---|---|
| Pages (from-to) | 1 |
| Number of pages | 4 |
| Journal | Current Developmental Disorders Reports |
| Volume | 12 |
| Issue number | 2025 |
| DOIs | |
| Publication status | Published - 30 Jul 2025 |
Fingerprint
Dive into the research topics of 'The Academic, Psychological, and Physical Impact of Motor Skills Difficulties on College Students – A Scoping Review'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver