| Title: |
Fundamental Movement Skill Development in Children with Intellectual Disabilities: An 8-Week Coach-Led and Parent-Supported Intervention |
| Language: |
English |
| Authors: |
Hayley Kavanagh (ORCID 0000-0002-8940-0443); Sarah Meegan; Nathan Gavigan; Valerie Carson (ORCID 0000-0002-3009-3282); Morgan Potter; Mika Manninen |
| 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 |