Fundamental Movement Skill Development in Children with Intellectual Disabilities: An 8-Week Coach-Led and Parent-Supported Intervention
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| Title: | Fundamental Movement Skill Development in Children with Intellectual Disabilities: An 8-Week Coach-Led and Parent-Supported Intervention |
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| Language: | English |
| Authors: | Hayley Kavanagh (ORCID |
| Source: | Journal of Applied Research in Intellectual Disabilities. 2026 39(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Children, Intellectual Disability, Intervention, Psychomotor Skills, Motor Development, Movement Education, Program Effectiveness, Program Evaluation, Parent Participation, Parent Influence, Norm Referenced Tests, Performance Tests |
| Geographic Terms: | Ireland |
| Assessment and Survey Identifiers: | Test of Gross Motor Development, Bruininks Oseretsky Test of Motor Proficiency |
| DOI: | 10.1111/jar.70228 |
| ISSN: | 1360-2322 1468-3148 |
| Abstract: | Background: Given the heightened risk of poor motor skill development in children with intellectual disabilities, fundamental movement skill (FMS) interventions have become a critical approach for improving their motor competence, aiming to bridge the proficiency gap and mitigate the negative health outcomes associated with motor skill deficits. Method: This study evaluated the effectiveness of an 8-week intervention designed to improve the FMS proficiency of children with intellectual disabilities (n = 82) across three conditions, with active involvement of both trained coaches (n = 3) and parents (n = 16). Participants were assessed using TGMD-3 and BOT-2. Parents completed bi-weekly check-ins to report on adherence. Results: Compared with the control group, children in the FMS+ Parents condition demonstrated significant improvements in object control skills, from pre to post-intervention. Conclusions: Parents play a crucial role in the FMS development of children with intellectual disabilities with improvements seen in just 8 weeks. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504235 |
| Database: | ERIC |
| Abstract: | Background: Given the heightened risk of poor motor skill development in children with intellectual disabilities, fundamental movement skill (FMS) interventions have become a critical approach for improving their motor competence, aiming to bridge the proficiency gap and mitigate the negative health outcomes associated with motor skill deficits. Method: This study evaluated the effectiveness of an 8-week intervention designed to improve the FMS proficiency of children with intellectual disabilities (n = 82) across three conditions, with active involvement of both trained coaches (n = 3) and parents (n = 16). Participants were assessed using TGMD-3 and BOT-2. Parents completed bi-weekly check-ins to report on adherence. Results: Compared with the control group, children in the FMS+ Parents condition demonstrated significant improvements in object control skills, from pre to post-intervention. Conclusions: Parents play a crucial role in the FMS development of children with intellectual disabilities with improvements seen in just 8 weeks. |
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| ISSN: | 1360-2322 1468-3148 |
| DOI: | 10.1111/jar.70228 |
