Start Date
19-6-2025 9:00 AM
End Date
19-6-2025 10:30 AM
Abstract
Introduction
Fundamental movement skills (FMS)—including locomotor, object control, and balance skills—are critical for participation in sports and physical activity. Children with intellectual disabilities (CwID) often exhibit lower motor skill proficiency compared to typically developing children: 1 – 3 SMDs, limiting their engagement in such activities. Addressing this gap aligns with the ISAPA 2025 theme of "Inclusivizing Our World" by promoting equitable access to skill development opportunities for all children. Despite the need, there is no established gold-standard intervention to improve FMS proficiency in CwID.
Methodology
57 CwID (66% Male, mean age 8.1, SD = 2.1), participated in an 8-week, coach-led FMS intervention across 8 Special Olympics clubs in Ireland. Participants were cluster-randomized into control (n=16), FMS-only (n=25), and FMS+Parents (n=16) groups. Parents in the FMS + parents group received a PLAYshop workshop and were asked to do 10-15 minutes of FMS activities at home twice per week. FMS proficiency was assessed using TGMD-3 and BOT-2 pre- and post-intervention.
Results
Results showed significant improvements in locomotor and object control skills for the FMS+Parents group (e.g., object control: FMS-only Cohen’s d=0.64; Control d=0.71, p
Conclusions
Findings support an 8-week, coach led FMS intervention with parental involvement can significantly improve FMS proficiency, especially object control skills, of CwID compared to typical Special Olympics Club activity. Parents benefit from PLAYshop and can influence their children’s skill development in just 8 weeks.
References
Kavanagh, H., Manninen, M., & Issartel, J. (2023). Comparing the fundamental movement skill proficiency of children with intellectual disabilities and typically developing children: A systematic review and meta-analysis. Journal of Intellectual Disability Research, 67(12), 1336–1353. https://doi.org/10.1111/jir.13012
Kavanagh, H., Manninen, M., Meegan, S., & Issartel, J. (2023b). Assessing the Fundamental Movement Skills of Children With Intellectual Disabilities in the Special Olympics Young Athletes Program. Adapted Physical Activity Quarterly: APAQ, 41(1), 107–125. https://doi.org/10.1123/apaq.2022-0201
Lane, C., Carson, V., Morton, K., Reno, K., Wright, C., Predy, M., & Naylor, P.-J. (2021). A real-world feasibility study of the PLAYshop: A brief intervention to facilitate parent engagement in developing their child’s physical literacy. Pilot and Feasibility Studies, 7(1), 113. https://doi.org/10.1186/s40814-021-00849-5
Logan, S. W., Ross, S. M., Chee, K., Stodden, D. F., & Robinson, L. E. (2018). Fundamental motor skills: A systematic review of terminology. Journal of Sports Sciences, 36(7), 781–796. https://doi.org/10.1080/02640414.2017.1340660
Valentini NC, Rudisill ME. An Inclusive Mastery Climate Intervention and the Motor Skill Development of Children with and Without Disabilities. Adapted Physical Activity Quarterly. 2004 Oct;21(4):330–47.
Recommended Citation
Kavanagh, Hayley; Meegan, Sarah; Gavigan, Nathan; Carson, Valerie; Potter, Morgan; and Manninen, Mika, "Move to Improve: An 8-week, coach-led fundamental movement skill intervention for children with intellectual disabilities" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 7.
https://sword.mtu.ie/isapa/2025/day4/7
Move to Improve: An 8-week, coach-led fundamental movement skill intervention for children with intellectual disabilities
Introduction
Fundamental movement skills (FMS)—including locomotor, object control, and balance skills—are critical for participation in sports and physical activity. Children with intellectual disabilities (CwID) often exhibit lower motor skill proficiency compared to typically developing children: 1 – 3 SMDs, limiting their engagement in such activities. Addressing this gap aligns with the ISAPA 2025 theme of "Inclusivizing Our World" by promoting equitable access to skill development opportunities for all children. Despite the need, there is no established gold-standard intervention to improve FMS proficiency in CwID.
Methodology
57 CwID (66% Male, mean age 8.1, SD = 2.1), participated in an 8-week, coach-led FMS intervention across 8 Special Olympics clubs in Ireland. Participants were cluster-randomized into control (n=16), FMS-only (n=25), and FMS+Parents (n=16) groups. Parents in the FMS + parents group received a PLAYshop workshop and were asked to do 10-15 minutes of FMS activities at home twice per week. FMS proficiency was assessed using TGMD-3 and BOT-2 pre- and post-intervention.
Results
Results showed significant improvements in locomotor and object control skills for the FMS+Parents group (e.g., object control: FMS-only Cohen’s d=0.64; Control d=0.71, p
Conclusions
Findings support an 8-week, coach led FMS intervention with parental involvement can significantly improve FMS proficiency, especially object control skills, of CwID compared to typical Special Olympics Club activity. Parents benefit from PLAYshop and can influence their children’s skill development in just 8 weeks.
References
Kavanagh, H., Manninen, M., & Issartel, J. (2023). Comparing the fundamental movement skill proficiency of children with intellectual disabilities and typically developing children: A systematic review and meta-analysis. Journal of Intellectual Disability Research, 67(12), 1336–1353. https://doi.org/10.1111/jir.13012
Kavanagh, H., Manninen, M., Meegan, S., & Issartel, J. (2023b). Assessing the Fundamental Movement Skills of Children With Intellectual Disabilities in the Special Olympics Young Athletes Program. Adapted Physical Activity Quarterly: APAQ, 41(1), 107–125. https://doi.org/10.1123/apaq.2022-0201
Lane, C., Carson, V., Morton, K., Reno, K., Wright, C., Predy, M., & Naylor, P.-J. (2021). A real-world feasibility study of the PLAYshop: A brief intervention to facilitate parent engagement in developing their child’s physical literacy. Pilot and Feasibility Studies, 7(1), 113. https://doi.org/10.1186/s40814-021-00849-5
Logan, S. W., Ross, S. M., Chee, K., Stodden, D. F., & Robinson, L. E. (2018). Fundamental motor skills: A systematic review of terminology. Journal of Sports Sciences, 36(7), 781–796. https://doi.org/10.1080/02640414.2017.1340660
Valentini NC, Rudisill ME. An Inclusive Mastery Climate Intervention and the Motor Skill Development of Children with and Without Disabilities. Adapted Physical Activity Quarterly. 2004 Oct;21(4):330–47.