Table 2.

Summary table of systematic review results.

Number	Author, Author Team, Year of Publication	Total Duration of Intervention and Weekly Frequency of Physical Activity	Comorbidity	Physical Activity	Outcomes
1.	Sit et al. (2019), [46]	8 weeks, 40 min per week	It was not reported	School-based program of Fundamental Movement Skills (FMS) for motor functions, physical activity and other psychological outcomes. Practice 5 specific FMS skills (running, jumping, catching, kicking, and throwing).	FMS training has been shown to promote long-term physical and psychological health by improving certain factors: (1) Motor skills and object control skills. (2) The time spent by children with DCD in moderate to vigorous physical activity both on weekdays and on weekend days. (3) The enjoyment of their participation in physical activity during free time. These improvements were still evident 12 months after the intervention.
2.	Hession et al. (2019), [40]	2 times on September of 2013 and 8 weeks (January—February 2014), 1 session per week for 30 min	Attention Deficit Hyperactivity Disorder (ADHD), Asperger, Autism Spectrum (ASD) Disorders, Sensory Processing Disorder, Hypotonic Muscle Tone	Two intervention programs: (1) Therapeutic riding, (2) Audiovisual with exposure to the rhythm and movement of horses.	(1) Reduction in problematic behavior in both intervention groups (an improvement over time in emotional and behavioral functioning). (2) Reduction in depressive symptoms in both groups (3) Positive effect on the social response (social functioning) of the children of the two groups (4) Positive effect on gait and gross motor coordination in the therapeutic riding group, while no statistically significant changes were observed in the control group.
3.	Díaz-Pérez et al. (2020), [41]	10 weeks, 1 session per week for 50 min	It was not reported	Music–motor intervention program based on music, movement and dance. Specifically, singing games, (b) non-singing games and (c) dancing games.	Only the children in the intervention group had significant changes, improving their motor performance. This highlights the effectiveness of the program based on dance, movement and music activities as it activates cognitive areas. Indeed, many of the children who participated in the intervention program left their difficulties behind and achieved scores on the MABC-2 so that they were considered outside the risk level of motor coordination problems.
4.	Zwicker et al. (2014), [31]	2 weeks for July 2012 and 2 weeks for July 2013, 4 sessions per 2 weeks for 90 min each time	It was not reported	Intervention program implemented in a summer camp for children with DCD based on (1) Cognitive Orientation to daily Occupational Performance (CO-OP)—Functional Kinetic Objectives, (2) the sports activities that the camp program had (hiking, climbing).	The children themselves perceived a significant improvement in the achievement of their chosen goal and felt satisfied with their performance in relation to these goals. Self-confidence increased as the camp provided children with opportunities for trying new activities, learning strategies, being and working with other children with DCD, and knowledge about DCD. Parents of participants in both camps reported that their children continued to use the strategies learned at camp. No significant improvement was found in children’s perceived self-efficacy, goal-setting, self-concept and competence in predisposition to physical activity before and after the camp.
5.	Heus et al. (2020), [29]	20 sessions, 1 session per week for 60 min each time	ADHD, ASD and persons with possible existence of ADHD, ASD	An intervention program implemented in a rehabilitation center for DCD in which were used, among others, (1) Cognitive Orientation to daily Occupational Performance (CO-OP) (2) Neuromotor Task Training methods.	Positive results: (1) In setting goals to rehabilitate problems in everyday life. (2) In the quality and speed of execution of daily projects only for children between 5 and 8 years old. (3) In MABC-2. In some subscales, there were significant differences; however, these differences were very small regarding (1) the degree to which a child has problems in different types of behavior related to scales of cognitive functioning and (2) the measurement of general aspects of the quality of life, as related to health, was shown.
6	Rahman et al., 2021, [47]	16 sessions, 3 times per week for 45 min	It was not reported	Included in Spark program: warm-up, motor skills, games such as jump rope, walk, shoot the ball, aiming and throwing the ball into the basket and bowling, based on educational activities in the form of a game to investigate its effects on some neuropsychological variables.	The intervention with the Spark program appeared to have a significant effect on some motor and neuropsychological performances of children with DCD. Significant improvement in manual dexterity, aiming and grasping and balance. Minor change to the Threading Lace component.
7.	Cheng et al., 2019, [48]	3 months, 2 sessions per week for 40 min each time	ADHD, ASD and Dyslexia	Neuromuscular training (NMT) program with exercises focused on adaptive balance performance and leg muscle activation.	Short-term neuromuscular training (NMT) failed to improve adaptive balance performance and leg muscle activation times in children with DCD.
8.	Yam et al., 2019 [49]		ADHD, ASD	The use of Kinesio Tape (KT) on dynamic balance of the trunk and related muscle activity of the lower limbs in children with DCD.	Kinesio Tape (KT): (1) It had a direct beneficial effect on dynamic balance performance. (2) Positive results in the control of neuromuscular balance. (3) Increase in leg muscle peak activation and time-to-peak muscle activation of the dominant lower limb.
9.	(A) Fong et al., 2016 [36]	3 months, 2 times per week for 90 min each time	ADHD, Dyslexia and persons with possibility of existence, ASD	Comparison of two intervention programs: (1) FMPT (Functional Movement Power Training) dynamic training exercises were intended to improve the posture of muscle strength and the speed of contraction in the legs. (2) FMT (Functional Movement Training) program (training in a specific task with electromyographic (EMG) biofeedback for rehabilitation motor learning difficulties and enhancing neuroplasticity and balance performance).	The FMPT program was more effective than the conventional FMT program in enhancing neuromuscular performance in children with DCD. FMPT effective intervention to improve balance strategies, peak knee extension strength and time-to-peak knee flexion strength.
10.	De Milander et al. (2015), [21]	10 weeks, 2 times per week, 30 min each time	It was not reported	Sensory–motor program based on Kinder Kinetics. Sensory–motor coordination, bilaterally, dynamic–static balance exercises.	After the intervention, the balance showed a significant change. Manual dexterity and aiming and grasping showed no significant changes. These three components contributed to the overall score, which revealed a nonsignificant difference in overall motor skill levels.
11.	Farhat et al. (2016) [35]	8 weeks, 3 times per week, 60 min each time	It was not reported	Group intervention in a school context-oriented towards the task of training skills in the motor and physical abilities of children with DCD (practice: agility, aerobic power, neuromuscular strength training, flexibility, balance, ball balance, reaction speed, aerobic power, ball skill, strength coordination, ball handling).	The results showed that 10 children in the intervention group with DCD improved their performance on the MABC test. Additionally, the intervention group with DCD children improved significantly in manual dexterity, ball skills and balance. Significant performance improvements were also found in sprinting, lower extremity strength and power, writing quality, overall fine motor skills (in which no intervention was made) and speed. Overall gross motor coordination and physical ability improved. The children in the intervention group also seemed to enjoy the process.
12.	Farhat et al., 2015, [50]	8 weeks, 3 times per week, 60 min	It was not reported	Practice in the following skills: agility, aerobic power, neuromuscular strength training, flexibility, balance, balance ball skill, speed reaction speed, aerobic power-ball skill, strength coordination, ball handling).	The intervention group of children with DCD: (1) Have a delay in anaerobic threshold and an improvement in aerobic endurance and tolerance to physical activity. (2) Have improved walking distance (3) Have a higher maximum heart rate (4) Have reduced perceptual physical fatigue (exertion).
13.	Saidmamatov et al., 2021, [22]	10 weeks, 2 times per week for 45 min	It was not reported	Motor skills training program with exercises in the areas of manual dexterity, throwing–catching and balance.	In general, the quality of motor skills of children in the intervention group with DCD improved. Specifically, there was an improvement in manual dexterity, aiming/throwing, grasping and balance, as well as an improvement in the overall MABC-2 final score in the intervention group. The effectiveness of the intervention was similar for both sexes.
14.	Navarro-Patón et al., 2021, [23]	6 weeks, 1 session per week, for 40 min	It was not reported	Intervention program based on different motor skills (manual dexterity, aiming/throwing, catching and balance).	Postintervention measures showed improvements in manual dexterity, aiming/throwing and catching and balance, as well as the intervention group’s overall final score.
15.	Giagazoglou et al., 2015, [14]	12 weeks, 3 times per week, 45 min each time	It was not reported	Balance training program with balance exercises in circuit training, which also included exercises on the trampoline.	Significant performance improvement in all balance post-tests. Despite the fact that most of the exercises were performed with eyes open, the balance of the participants without visual control was also significantly improved.
16.	Saidmamatov Ozodovich (2021), [24]	10 weeks, 1 time per week, 45 min each time	It was not reported	Motor skills training program (exercises of fine and gross mobility, motor coordination, balance, difficulty of the proprioception, touch, kinesthetic sensation, relaxation).	Improvement in motor skills (relative to the factors of MABC-2 and the control group except for one child).
17.	Dannenbaum et al., 2021, [34]	5 days, 5 h each day	ADHD, language disorder (verbal apraxia, dysphasia), Anxiety Disorder, idiopathic quadriceps contraction, sleep apnea, epilepsy	Vestibular dysfunction rehabilitation camp in a hospital setting (Vestibular Rehabilitation) with rehabilitation exercises in the form of a game (Static–Dynamic balance, trunk muscle strength, gaze stability, coordination, multisensory integration).	The results showed that the intervention produced significant improvements in functional gait and gaze stability. Motor function, static balance and participation outcomes were unchanged. It is interesting to note that while camp counselors subjectively noted improved quality of movement, improved stability, reduced need for guidance/corrections, and enhanced independence in performing various activities, these improvements were not reflected in many measures. The scores in the measurements related to the participation appeared higher, though, after the intervention and in the measurement at the follow-up, but it did not significantly affect the participation of the children in their daily environment. Another positive outcome of the intervention was the new friendships and camaraderie that developed.
18.	Yu et al., 2016, [9]	6 weeks, 2 times per week for 35 min each time	It was not reported	Fundamental Movement Skills (FMS: running, jumping, catching, throwing, kicking) training on FMS proficiency, self-perceived physical ability, physical activity, and sleep disturbance in children with DCD.	Improvement in motor skills (jumping) and object control skills (grasping and kicking) of children with DCD. Their improvements in object control skills (catching and throwing) were maintained for at least 6 weeks. Improvement of self; children’s perceived physical ability with DCD regarding physical coordination, physical strength and fitness immediately after training. Children with DCD showed fewer sleep disturbances 6 weeks after the intervention. Participation in physical activity did not increase.
19.	Kuijpers et al., 2019, [15]	6 sessions, 2 times per week for 30 min each time	It was not reported	Task-oriented treadmill training with projected visual context (C-mill) (step adjustment exercises, obstacle avoidance, hitting, targets).	Significant improvement in complex gait adaptation tasks and maintenance of results after remeasurement 6 months later in treadmill step adaptation exercises. There was also a generalization of the results of the intervention even when there was no treadmill exercise and an improvement in gait, but a nonsignificant improvement in the obstacle course and the single run.
20.	Tan et al., 2020, [8]	13 weeks, 2 sessions for 90 min per week	At risk for osteoporosis	Multimodal exercise intervention for bone health (cardiovascular exercises, core strength and flexibility exercises, motor skills and postural skills, resistance training for the lower body, resistance training in general, Plyometrics, team games and partner games).	Effective intervention in the improvement in muscle and bone parameters (at the tibial site for bone mass, cortical area). Lower body fitness measures were significantly associated with improvements in parameters of bone health. The improvement in bone parameters was maintained for at least 3 months.
21.	Hashemi et al., 2016, [28]	8 weeks (24 sessions), 3 sessions per week for 60 min each time	It was not reported	Set of natural activities (set of physical exercises aimed at strengthening coordination, control, inhibition, response and reaction time).	Significant improvement in balance, bilateral coordination, response speed, visual–motor control, speed and dexterity of the upper limb. No significant changes were observed in the components (1) speed and dexterity and (2) strength.
22	Balayi and Sedaghati, 2021, [27]	8 weeks, 3 sessions per week for 60 min each time	Intellectual Disability	Combination of physiotherapy exercises; hemsball. In motor skills, trunk stability exercises with coordination exercises in motor proficiency.	The intervention group improved in running speed, agility, balance, two-way coordination, strength, upper extremity coordination, response speed, motor–visual control, upper extremity agility and general fine and gross motor skills.
23.	Fong et al., 2016, (2nd), [39]	3 months, 2 sessions per week for 90 min each time	ADHD, Dyslexia, suspected ASD	Task-specific balance training in the form of functional movement in the form of an FMT program (two-legged balance on foam with electromyographic biofeedback, balance with one foot on the ground (alternate leg), walking in a straight line with raised heels, two-legged bounce, balance on a ball while the person is walking.	In general, task-specific balance training was found to marginally improve body–sensory function and somewhat improve the balance performance of children with DCD. Specifically, the FMT group showed greater improvements than the control group in the body–sensory ratio in 3 and 6 months, but within-group changes were not significant. The balance performance of the FMT group was significantly better than that of the control group in 3 and 6 months.
24.	Damanpak and Sabzi, 2022, [33]	8 weeks, 3 sessions per week, 45–60 min each session	It was not reported	Kinetic games to improve executive functions (coordination, balance, fine and gross mobility, perception, sensory–motor exercises).	Improvement in the executive functions of the intervention group, specifically the skills of attention, organization, inhibition, planning and decision-making.
25.	Maharaj and Lallie, 2016, [30]	8 weeks, 30 min per week	It was not reported	Intervention program with an emphasis on gross mobility exercises: trunk stability, strengthening, balance and coordination exercises (target throwing ball exercises with an emphasis on strength and coordination, mimicking sensory integration exercises).	Improvement in gross motor function. Improvement in M-ABC and DCDQ score. Some teachers’ ratings of the children’s motor skills were lower than those of the children’s parents.
26.	Ma et al. (2018), [26]	12 weeks, 1 session each week, 60 min each time and home physical activities 7 times per week	ADHD, ASD, Dyslexia	Taekwondo training intervention for skeletal development and motor performance (balance control and eye–hand coordination training. Mostly kicking and striking techniques were used).	Overall improvement in the skeletal development of the TKD group in the movement time of EHC (eye–hand coordination) in children with DCD. (1) Skeletal growth improved in both groups over time (the TKD group had a significant delay in skeletal growth at baseline compared to the control group). (2) Improvements in MABC scores were also observed in both groups over time. (3) Only the TKD group had a significant improvement in EHC (eye–hand coordination) movement time at 3 and 6 months. Both groups had general improvements in gross and fine motor skills over time (this may also be due to the maturation factor). In terms of static standing balance performance, surprisingly, neither group showed significant improvement over time. For motor performance, the factor of maturation may be more responsible.
27.	Kane and Staples (2014), [25]	7 weeks, 2 h each session, 3 times per week	ADHD, anxiety, in-toeing, low birth weight, premature birth, speech delay, average intellectual disability, delay in language expression, possible autism, apraxia of speech, abnormal brain development, epilepsy.	Group program of gross motor skills with an emphasis on the participation of parents in the performance of their children’s motor skills and physical activity (multidisciplinary program; aerobic and strength exercises and practice skills directly related to each child’s goals).	Positive effects on mobility. Parents’ satisfaction and perception of their child’s performance also improved. The majority of children also reported improved performance, at least on the targets. On average, moderate to vigorous physical activity improved by 10 min per day, although these gains were not significant. Time spent in sedentary activities was unchanged.
28.	Jahanbakhsh et al., 2020, [37]	8 weeks, 3 times per week, 45 min each time	It was not reported	Task-specific balance training in single-task and dual-task conditions for balance performance. (1) Single-task conditions: children had to maintain their balance while standing on one leg and maintain their balance while walking. (2) Dual-task conditions: similar to the single-task group program, with the exception that the children also had to perform cognitive tasks such as counting numbers.	Improvement in both groups’ static and dynamic balance, with the dual-task group having more improvement and the results remaining even two months after the program had been completed. Therefore, a dual-task training program that focuses on balance and cognitive tasks may improve children’s static and dynamic balance skills more than single-task training.
29.	Kordi et al., 2016, [51]	12 weeks, 2 sessions per week, 60 min each session	It was not reported	Program strength exercises for the improvement in static and dynamic balance.	Significant increase in muscle strength of children with DCD and improvement in their static balance performance. Exercises had no significant effect on dynamic balance.
30.	Noordstar et al., 2017, [52]	12 weeks, 1 time per week for 30 min	It was not reported	(1) Motor intervention (ball exercises, basketball), (2) motor intervention (ball exercises, basketball)	No differences were found between the intervention group and the care-as-usual group. The children improved their motor performance and increased their perceived athletic ability, their global self-esteem and perceived motor ability. The improvement was maintained at the repeat measurement 3 months after the intervention.
31.	Caçola et al., 2016, [53]	10 weeks, 1 time per week for 60 min	It was not reported	Group A: Task-oriented training. Group B: Basic motor skills training.	The children improved their motor skills after both programs, but: (1) After Program A, they showed higher anxiety and lower levels of enjoyment, even though parents noted an improvement in functioning rate and a decrease in peer problems. (2) After Program B, children’s anxiety levels decreased and parents noticed better control of their movements.
32.	Mohamma et al., 2018, [44]	8 weeks, 1 time per week	Depression, Anxiety disorder	Aerobic rhythmic training intervention program.	Improvement in motor skills of the intervention group, and a significant reduction in the levels of anxiety and depression of the intervention group. The intervention was fun and enjoyable for the participants of the intervention group.
33.	Tamplain et al., 2020, [32]	10 weeks, 1 time per week for 60 min	ADHD, Dyslexia, Dysgraphia, Obsessive Compulsive Disorder (OCD), Sensory Processing Disorder.	Collaborative motor exercises, motor coordination exercises, gross mobility exercises, fine motor improvement exercises, trunk stabilization exercises, and dynamic balance exercises.	Improvement in dynamic stabilization and trunk control and improvement in static and dynamic balance.
34.	Zolghadr et al., 2019, [45]	12 weeks, 3 times per week	It was not reported	Static and dynamic balance exercises.	Improvement in neuromuscular and bilateral coordination of the intervention group
35.	Rezaei et al., 2016, [38]	8 weeks, 3 times per week for 45 min	It was not reported	Static and dynamic balance exercises.	Significant improvement in the accuracy of bilateral upper extremity coordination in the intervention group and improvement in attention and concentration in the intervention group.
36.	Norouzi et al., 2021, [54]	4 weeks, 2 times per week for 40 min	It was not reported	Bilateral coordination exercises with QET (Quiet Eye Training) or TT (Traditional Training: flexions and extensions in in-phase and antiphase movements of the upper limbs).	Significant improvement in the accuracy of bilateral upper extremity coordination of children in the Quiet Eye intervention group compared to the Traditional Training intervention.
37.	Liu et al., 2018, [38]	3 weekly sessions	Neurological disabilities, motor disability.	Exercises on an ergometric stationary bike.	Improving endurance and reducing fatigue in adolescents with ADHD and increasing metabolic rate. Greater fatigue was observed during sessions in adolescents with DCD, which is useful for creating interventions for people with DCD.
38.	Monastiridi et al., 2021, [55]	12 weeks, 3 times per week For 60 min	It was not reported	Functional training program for core stabilization/strengthening (core, balance, strengthening exercises).	Significant improvements in motor performance, static and dynamic balance, abdominal muscle strength and endurance, and lower back and hamstring flexibility. Improvement in Body Mass Index (BMR), quality of life and functionality in the intervention group.
39.	Wood et al., 2017, [56]	4 weeks, 1 time per week for 60 min	It was not reported	(1) Quiet Eye Training group: focus on a target position before throwing, and observe the ball before serving. (2) Technical Training group: video instructions on throwing and serving phases.	Improving eye control and coordination of throwing and passing the ball in the QET (Quiet Eye Training) Group. Improving self-confidence, social skills and disposition for physical activity in the QET group.
40.	Alagesan et al., 2020, [39]	8 weeks, 3 times per week	Anxiety Disorder	Aerobic training (brisk walking, skipping rope, running, jogging, aerobic dance, hide and seek, walking).	Improving the quality of life, academic results, physical activity and functionality of people with DCD. Reduction in the increased level of anxiety of people with Anxiety Disorder.