The purpose of this literature review was to detect and study the effectiveness of therapeutic intervention programs, such as physical activities and sports, on children and adolescents with Developmental Motor Coordination Disorder (DCD) to improve their motor skills. The sample for this study consisted of 48 (100%) papers, specifically, 40 (83.5%) articles, 3 (6.2%) doctoral theses, 2 (4.1%) master’s theses and 3 (6.2%) papers from conference proceedings from the year 2014 to 2022. To search the sample, the following terms were used: DCD or dyspraxia, physical activity programs, intervention, physical intervention, physical education, etc. The results for the existence of statistically significant results and internal validity of intervention programs using physical activities and sports in children and adolescents with DCD showed that a large number of intervention programs improved the children’s motor skills as well as their daily functionality. In contrast, other interventions failed to improve dynamic and static balance. The negative result could be due either to the short duration of the interventions or to the improper suboptimal design—organization of the methodology of these programs—such as the heterogeneous intervention samples and the use of inappropriate and reliable assessment tools.

Background/Objectives: The incorporation of biomechanics into stroke neurorehabilitation may serve to strengthen the effectiveness of rehabilitation strategies by increasing our understanding of human movement and recovery processes. The present bibliometric analysis of biomechanics research in stroke neurorehabilitation is conducted with the objectives of identifying influential studies, key trends, and emerging research areas that would inform future research and clinical practice. Methods: A comprehensive bibliometric analysis was performed using documents retrieved from the Scopus database on 6 August 2024. The analysis included performance metrics such as publication counts and citation analysis, as well as science mapping techniques, including co-authorship, bibliographic coupling, co-citation, and keyword co-occurrence analyses. Data visualization tools such as VOSviewer and Power BI were utilized to map the bibliometric networks and trends. Results: An overabundance of recent work has yielded substantial advancements in the application of brain–computer interfaces to electroencephalography and functional neuroimaging during stroke neurorehabilitation., which translate neural activity into control signals for external devices and provide critical insights into the biomechanics of motor recovery by enabling precise tracking and feedback of movement during rehabilitation. A sampling of the most impactful contributors and influential publications identified two leading countries of contribution: the United States and China. Three prominent research topic clusters were also noted: biomechanical evaluation and movement analysis, neurorehabilitation and robotics, and motor recovery and functional rehabilitation. Conclusions: The findings underscore the growing integration of advanced technologies such as robotics, neuroimaging, and virtual reality into neurorehabilitation practices. These innovations are poised to enhance the precision and effectiveness of therapeutic interventions. Future research should focus on the long-term impacts of these technologies and the development of accessible, cost-effective tools for clinical use. The integration of multidisciplinary approaches will be crucial in optimizing patient outcomes and improving the quality of life for stroke survivors.

School bullying is a significant problem affecting high school students. This article provides an overview of the causes and consequences of bullying, as well as prevention and coping strategies. The literature review includes a discussion of different types of bullying (Bradshaw, Waasdorp, & Johnson, 2015), individual, family, peer, and school-related factors that contribute to bullying (Espelage & Swearer, 2010; Olweus, 2013), and the physical and psychological harm that results from bullying (Bradshaw et al., 2015). The article concludes with a discussion of different interventions to prevent and cope with bullying, including whole-school approaches, targeted interventions, and peer support programs (Bradshaw et al., 2015; Espelage & Swearer, 2010). Article visualizations:

This study investigated Developmental Coordination Disorder (DCD) and social competence—such as cooperation, interaction, and independence—in young children, along with the relationship between these factors. The sample included 150 preschool children (66 boys and 84 girls) aged between 50 and 70 months. No significant differences were found in motor difficulties based on gender or age. Most children exhibited adequate social skills in areas like cooperation, interaction, and independence, with only a few showing deficits. A relationship was observed between performance on the Movement Assessment Battery for Children (MABC) Test and social skills, although it was not statistically significant. The findings were consistent with some previous studies but contradicted others, indicating the need for further research due to the study's small sample size. Article visualizations:

The therapeutic application of play and theater treatments for children and adolescents with psychosocial issues is examined in this study. The study examines 15 studies conducted over the previous 20 years, focusing on children aged 6 to 17, and assesses the impact of these innovative therapies in a range of situations, such as community centers, schools, and hospitals. The results show that play therapy and drama greatly improve emotional expression and social integration while also reducing symptoms of anger, despair, and anxiety. For kids who have trouble expressing themselves verbally and with conventional treatment approaches, these therapies provide beneficial substitutes. Even with the encouraging outcomes, more study is required to improve intervention techniques and evaluate long-term effects. Article visualizations:

Children with autism manifest detection first, then parallel behavior, cooperation, autistic behavior, and communicate less with other children. Higher autism functioning was associated with probing, parallel, cooperative and partnering behavior and lower with autistic behavior. Children had more difficulty in tests where the children were stationary and the environment was changing, followed by tests where the children were moving, and better performance was observed in tests where the children were stationary, and the environment was stable. Psychomotor clumsiness produced negative effects on socio-emotional behavior, while physical activity within school and group play produced positive effects. Autism functionality emerged as a moderator in the relationship between psychomotor clumsiness and socioemotional behavior. Article visualizations: