An investigation into the prevalence of non-tripod pengrip and its implications for secondary school writers

This research addresses the twin issues of whether non-tripod grips are becoming more common and whether young people who adopt any of these grips experience greater problems than their peers. Existing research into writing grip focuses on young children, leaving the long-term consequences of an unorthodox grip poorly reported.
The initial demographic survey investigated changes in penhold. The survey was conducted in a single secondary school, its satellite primary schools and adults in West Wales. This established a high frequency of non-tripod grips occurred among children and young adults that were not replicated in older adults. Statistical analysis of the data indicates that this change in grip happened quite abruptly to young people who began school in the early 1980s.
The research also identified ninety-three secondary school pupils, using a range of non-tripod grips and matched each to a pupil using an orthodox grip. Thirteen non-tripod grips were identified, three for the first time, while the severity of others appears greater than in the existing literature. The effects of each grip were considered statistically, using the null hypothesis that groups of matched pupils sharing a grip, will have similar characteristics.
Several consequences of the different grips were established, some of which can adversely affect performance and attitudes. These consequences include high levels of pain after even very short writing periods, a high number of adjustments needed to maintain writing, as well as different writing speeds, some of which fall below generally accepted norms. There is thus support for the initial hypothesis that those using non-tripod grips are affected by their choice of grip, which may negatively affect their education.
This research ascertained, for the first time, the suitability of a range of unorthodox grips for the demanding writing tasks required by secondary schooling. It also identifies some grips that should be avoided if unnecessary difficulties with writing are to be prevented.