Course:KIN355/2020 Projects/Lateral Preference

Defining the Concept and Its Importance

Lateral preference refers to children developing a preference and greater ability of the limbs on one side of the body compared to the other (Tran et al., 2014). Individuals develop a preferred side to complete a skill or task (Gudmundsson, 1993). This can be seen in hands, feet, and eyes. The lateral preference is developed by the age of 3 (Bredin, 2020). Pure lateral dominance is seen when a child prefers to use the eye, arm, and foot on the same side of their body (Bredin, 2020). Cross lateral dominance is referred to when a child uses a mixed preference; one domain has a right preference, whereas the other has a left preference (Tran et al., 2014). Studies have shown that approximately 92.3% prefer using the right hand, 71% prefer using the right eye, and 90.5% prefer using their right foot (Nachshon et al., 2009). Therefore, evidence has shown a rightward bias in behaviours of lateral preference (Gudmundsson, 1993). It is essential to understand that the process of lateral preference development should not be forced and is a naturally occurring process (Bredin, 2020).

As children begin to use one side of their body more consistently as they age, they will mature towards the left or right depending on the tasks and activities they are doing (Gudmundsson, 1993). Once children progress to a preferred side, the activities/tasks should continue to support the development of lateral preference instead of going back and forth between limbs (Bredin, 2020). As a child learns a new motor skill, repeated use of the same side of the body would be seen when performing similar tasks, resulting in enhanced lateralization (Marcori, et al., 2019). Lateral preference is important in childhood movement experience as it is closely associated with the development of motor skills and cognitive development (Kershner & Chyczij, 1992). Lateral preference development allows children to progress into skilled movements like kicking a ball, practice stabilizing and balancing movements, and determining visual acuity (Tran et al., 2014). There is a better understanding of how children produce dominant hand-foot congruency in sporting activities at a young age than any other movement activity (Kershner & Chyczij, 1992). Historically there are more right sided individuals than left sided individuals, as we have developed a right-sided world (Tran et al., 2014). Thus, the use of the right hand may result in better development in motor and co-ordination skills in a right handed child than left handed child due to social conditioning (Tran et al., 2014). However, it is essential that children are encouraged to utilize their preferred limb regardless of these factors (Bredin, 2020). Ultimately, Children should be given the opportunity to experience and exercise the limbs on their bodies openly in order to determine and develop their own lateral preference.

Role in Childhood Development and Contemporary Considerations

During brain development, the hands and feet are contralaterally controlled by the opposite hemisphere whereas the eyes are bilaterally controlled by both cerebral hemispheres (Nachshon et al., 2009). Children start to develop cerebral dominance associated with hands, feet, and eye preference; this is essential in terms of early childhood movement patterns (Nachshon et al., 2009). Motor programming during coordination is influenced greatly by the maturation of the corpus callosum, which is located in the brain (Mori et al., 2006).  The cerebral organization will be different in all individuals; however, Tran et al., (2014) suggest that young children are more prone to having inconsistencies in preference. Children around the preschool age may not fully develop a preference in their hands; this results in mixed-handedness being present in the early stages of development (Gudmundsson, 1993). According to Ullma (1977), approximately 60% of children in early elementary years exhibit a mixed or inconsistent preference. A driving factor in developing a preferred side is the necessity, convenience, or repeated use of a limb on the body (Tran et al., 2014). During the early ages of development, biological constraints may play a role during a child’s cross-sectional shift from the left to right preference (Tran et al., 2014). In particular, once the hand matures to a preferred side, other limbs (especially the foot) follow and the hand becomes a strong predictor of lateral preference over the years (Tran et al., 2014). Children may progress into greater asymmetrical reliance on a preferred hand or eye with intellectual and fine-motor necessities for written language (Coren et al., 1981). Asymmetrical neural and cerebral development may be associated with developing a preferred side (Coren et al., 1981). The asymmetry produced over the years enhances motor learning, which results in a greater preference for either the right or left side hemisphere in activities and tasks for individuals (Marcori et al., 2019). As a task or movement requires higher complexity, lateral preference appears to be stronger during these dimensions (Marcori et al., 2019).

A child develops their preferences based on learning patterns through cultural pressures, social and behavioural influences, and subtle environmental biases (Core et al., 1981). That being said, the majority have a right-side preference (Coren et al., 1981). One contemporary issue is associated with environmental concerns; these include scissors or specific toys that influence individuals who partially prefer their left side to convert over to using their right side (Coren et al., 1981). In this case, they are not developing a preference naturally; instead, they are forced to pick a side due to the constrains of the task. Similarly, the environment where a child grows up in affects their ability by restricting them; this ultimately influences their development. Thus, childhood educators, teachers, and coaches should provide a variety of equipment and utilities during activities and tasks to help children progress into lateral preferences naturally. Children should be aware that there is no right or wrong preference.

Another contemporary issue would be the inconsistent preference between limbs, especially hands, for children. This affects the child’s ability to properly execute motor coordination tasks, which could lead to many issues for the child (Mori et al., 2006). Brain development may be a factor in the inconsistencies because children with a mature lateral preference may have an advantage of the developed communication between the brain hemispheres (Mori et al., 2006). Similarly, brain trauma during childbirth may shift the lateral preference for a child because the left hemisphere becomes more vulnerable compared to the right during this type of trauma (Nachshon et al., 2009). Ultimately, because it takes children time to move out of the inconsistency preference stage, teachers and coaches should work to provide tasks and activities that allow for better development of lateral preference (Bredin, 2020).

Practical Applications

It has been determined that by the early age of 3 children have already developed lateral preference. From then on, although children still sometimes carry out activities with their less developed side, most activities will be done with their more preferred side. This may not be noticed by parents in everyday movement or explicitly stated by physical activity teachers, but things such as asking children to draw a straighter line or a rounder circle or asking children to throw a ball as far as they can are encouraging children to carry out movements with their preferred side. According to Davis’s Law (as cited in Cyron & Humphrey, 2017, p. 645) soft tissue such as ligaments and tendons are capable of adapting to movement in the environment, hence by using one side more than the other, it could slowly cause children to lose their mobility in their non-preferred side. Therefore, it is important for children to use their non-preferred side in movement activities.

Activity 1 - 'Do It With Your Other Side'

Purpose :

Simple daily activities such as drinking from a cup, opening a lid and many more are subconsciously completed with dominant limbs. Hence, the purpose of this activity is to encourage children to use their less dominant limbs to experience and complete simple gross movements such as hopping, throwing and kicking to develop lateral preference or improve movements on their non-preferred limbs. For children who have already determined their lateral preference, this activity will provide a chance for them to experience and improve on movements that they are familiar with on their preferred limbs, on their non-preferred limbs. However, for children who have yet to develop lateral preference, this activity is an opportunity for them to experience different forms of gross movements on both sides to help them determine lateral preferences. By ensuring that children are experiencing gross motor movements on their non-preferred side (or for some children both sides), it would prevent any shortening of soft tissue (ligaments and tendons) that can stunt movement in the future.

Age: 2 - 6 years

Equipments: 1 floor ladder, 4+ hula hoops, 1 laundry basket, 1 soccer ball, 6+ beanbags

Instructions:

This game can be played in indoor locations (e.g. gyms) or outside locations (e.g. field), as long as there is enough open space.

• Set up the floor ladder, followed by the 4 hula hoops at 1 meter distance apart and a laundry basket on its side. The 4 beanbags need to be placed next to each hula hoop and the soccer ball about 3 meters away from the opening of the laundry basket.
• Children will line up at the start of the obstacle course at the floor ladder and are required to hop on their non preferred foot between each gap of the ladder and ensure that they are balancing on their weak foot only, and not putting down their preferred foot unless it is necessary.
• Once that is completed, children will then hop on that same foot to the first hula hoop, pick up the beanbag with their non-preferred hand, then toss the beanbag underarm into the hoop. This then needs to be repeated for the next three hoops.
• They will then move on to the last stage of the obstacle course, where the children have to kick the ball with their non preferred leg into the laundry basket.
• Once that is completed, the children need to complete the obstacle course with their preferred limbs. This allows children to compare the sensation between completing activities on their preferred and non preferred limbs.

Modifications:

For children who have yet to determine lateral preference, some modifications can be:

• Make the obstacle shorter so the children will not get fatigued.

For children who have already developed lateral preference and aims to improve movement on their weaker limbs, some modifications can be:

• Use smaller hula hoops and smaller laundry baskets so the target that the children have to aim at is smaller, and the children will have to increase the precision of movements that they do with their non-preferred limbs.

Activity 2 - 'Water Drop'

Purpose:

This activity is designed for children who have already developed lateral preference. Children who have already developed lateral preference tend to use their preferred limbs for any tasks that they complete. Hence the purpose of this activity is to help children develop the sensation of doing certain everyday activities with their non-dominant hand. For 'Water Drop', the purpose of the game is to help children sense what it is like to pour water with their non preferred hand, as well as developing the motor control to not pour too much water into the cup.

Age: 5 - 10 years

Equipment: For 2 players: 3 cups, and water.

Instructions:

This game is played with either a partner or a group of people and can be played anywhere as long as a flat surface is present. The number of cups need to be 1 more than the number of players.

• Each cup is filled with water with the exception of 1 cup. Every player will be handed a cup filled with water, and the empty cup goes in the middle.
• With their preferred hands behind their backs, player 1 will pour as much water or as little as they would like into the empty cup with their non preferred hand.
• Then pass the once empty cup onto player 2. Player 2, will then have their preferred hand behind their back and pour as much or as little water as they want into the once empty cup.
• This cup is then passed between the players until someone overfills the cup, or someone spills some of the water. The player who did not overfill the cup or spill the water is the winner.
• For games with more than 2 players, the game will carry on until there is one winner.
• This activity should be carried out for at least 3 rounds with their non-preferred hand before a round with their preferred hand to ensure that the children achieve the sensation of pouring water with their non-preferred hand and can compare it with the sensation of pouring water with their preferred hand.

Modifications:

For children who are pouring water consistently into the empty cup without spilling, some modifications can include:

• Using a blindfold, this will require some adult supervision as they need to help the children locate the empty cup. With a blindfold on the children should be allowed to use their preferred hand to hold the cup while they pour water with their non-preferred hand. This will help with body schema. The rules of the game will be changed a little, as the goal will be to pour as much water as possible without spilling it for each player.
• Add pudding powder to water to make it more viscous. This will affect the flow of the liquid, and will make it harder to control the pouring rate.

Summary

Lateral preference is the development of a preference for a particular eye, hand, and foot on either the left or right side of the body (Tran et al., 2014). This preference is developed by the age of 3 and individuals can either have pure lateral dominance or cross lateral dominance (Bredin, 2020). It is important that lateral preference is developed because it is associated with cognitive and motor development (Kershner & Chyczij, 1992). Though it is more common for people to be right-side dominant (Nachshon et al., 2009), children should be encouraged to develop their own natural lateral preferences through movement opportunities experienced on both sides of their bodies (Bredin, 2020).

References

Bredin, S (2020). Module 4: Developing Fundamental Movements. KIN 355 Movement   Experiences for Young Children, School of Kinesiology, University of British Columbia

Coren, S., Porac, C., & Duncan, P. (1981). Lateral Preference Behaviors in Preschool Children and Young Adults. Child Development, 52(2), 443-450. doi:10.2307/1129160

Gudmundsson, E. (1993). Lateral Preference of Preschool and Primary School Children. Perceptual and Motor Skills, 77(3), 819-828. doi:10.2466/pms.1993.77.3.819

Kershner, J., Chyczij, M. (1992). Lateral Preference in Six to Nine Year Old Children: Relationships to Language Lateralization and Cognitive Ability. Learning and Individual Difference, 4(4), 347-376.

Marcori, A. J., Grosso, N. D. S., Porto, A. B., & Okazaki, V. H. A. (2019). Beyond handedness: assessing younger adults and older people lateral preference in six laterality dimensions. Laterality, 24(2), 163–175.

Mori, S., Iteya, M., Gabbard, C. (2006). Hand Preference Consistency and Eye-Hand Coordination in Young Children during a Motor Task. Perceptual and Motor Skills, 102(1), 29-34. doi:10.2466/pms.102.1.29-34

Nachshon, I., Denno, D., Aurand, S. (2009) Lateral Preferences of Hand, Eye and Foot: Relation to Cerebral Dominance. International Journal of Neuroscience, 18:1-2, 1-9, doi:10.3109/00207458308985872.

Tran, U. S., Stieger, S., Voracek, M. (2014). Evidence for general right-, mixed-, and left-sidedness in self-reported handedness, footedness, eyedness, and earedness, and a primacy of footedness in a large-sample latent variable analysis. Neuropsychologia, 62, 220-232.

Ullma, D. G. (1977). Children’s lateral preference patterns: Frequency and relationships with achievement and intelligence. Journal of School Psychology, 15(1), 36-43.