Program of recreational activities adapted for the development of basic motor skills in students with different disabilities
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Abstract
Introduction. HMB basic motor skills are essential, but in people with disabilities such as Down syndrome, intellectual disability, or hearing impairment, they are limited by specific challenges, which demands tailored interventions for their inclusive development. Objective. To evaluate the effectiveness of a program of adapted play activities in the development of basic motor skills in students with different disabilities. Methodology. A pre-experimental design was used with five students from a Specialized Educational Unit in Shushufindi, Ecuador. Results. Significant improvements were recorded in all HMB, going from mostly “Fair” to “Very high” levels. Advances in balance, manipulation and locomotion stood out, especially in students with Down syndrome. Conclusion. The program of adapted play activities was effective in developing basic motor skills in students with various disabilities, highlighting the relevance of these interventions in inclusive contexts. General Area of Study: Education. Specific area of study: Inclusive Physical Education. Type of study: Original articles.
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Tapia Paredes , A. B., González Medina, C. M., Loaiza Dávila, L. E., & Maqueira Caraballo, G. de la C. (2025). Program of recreational activities adapted for the development of basic motor skills in students with different disabilities. ConcienciaDigital, 8(1), 6-26. https://doi.org/10.33262/concienciadigital.v8i1.3271
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References
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Baker, S., Courtois, S., & Eberhart, J. (2021). Making space for children’s agency with playful learning. International Journal of Early Years Education, 31(2), 372-834. https://doi.org/10.1080/09669760.2021.1997726
Beqaj, S., Tërshnjaku, E., Qorolli, M., & Živković, V. (2018). Contribution of physical and motor characteristics to functional performance in children and adolescents with down syndrome: a preliminary study. Medical Science Monitor Basic Research, 24, 159-167. https://doi.org/10.12659/MSMBR.910448
Bhat, A. (2022). Multidimensional motor performance in children with autism mostly remains stable with age and predicts social communication delay, language delay, functional delay, and repetitive behavior severity after accounting for intellectual disability or cognitive delay: A SPARK dataset analysis. Autism Research, 16, 208-229. https://doi.org/10.1002/aur.2870
Bishop, J., & Pangelinan, M. (2018). Motor skills intervention research of children with disabilities. Research in developmental disabilities, 74, 14-30. https://doi.org/10.1016/j.ridd.2017.11.002
Cavalcanti, F., Boschi, S., Muffo, C., Da Silva, A. P., Scardovelli, T. A., & Martini, S. C. (2020). Comparison of assessment methods using virtual games for balance rehabilitation [In: González Díaz, C., et al. VIII Latin American Conference on Biomedical Engineering and XLII National Conference on Biomedical Engineering]. CLAIB 2019. IFMBE Proceedings, 75. https://doi.org/10.1007/978-3-030-30648-9_150
Capio, C. M., & Eguia, K. F. (2021). Object control skills training for children with intellectual disability: an implementation case study. Sage Open, 11(3). https://doi.org/10.1177/21582440211030603
Carter, K., Sunderman, S., & Burnett, S. (2018). The effect of vestibular stimulation exercises on balance, coordination, and agility in children with Down Syndrome, American Journal of Psychiatry and Neuroscience 6(2), 28-32. https://doi.org/10.11648/J.AJPN.20180602.11
Cavarsan, C., Gorrasini, M., & Quinlan, K. (2019). Animal models of developmental motor disorders: parallels to human motor dysfunction in cerebral palsy. Journal of neurophysiology, 122(3), 1238-1253. https://doi.org/10.1152/jn.00233.2019
Cisterna, B., Bontempi, P., Sobolev, A., Costanzo, M., Malatesta, M., & Zancanaro, C. (2021). Quantitative magnetic resonance characterization of the effect of physical training on skeletal muscle of the Ts65Dn mice, a model of Down syndrome. Quantitative imaging in medicine and surgery, 12(3), 2066-2074. https://doi.org/10.21037/qims-21-729
Chiva-Bartoll, O., Maravé-Vivas, M., Salvador-García, C., & Valverde-Esteve, T. (2021). Impact of a physical education service-learning programme on ASD children: A mixed-methods approach. Children and Youth Services Review, 126, 106008. https://doi.org/10.1016/j.childyouth.2021.106008
Demirel, N. (2018). The impact of therapeutic recreational gymnastic exercise on basic motor skills of hearing-impaired children aged between 6 and 9 years. Journal of education and training studies, 6, 147-151. https://doi.org/10.11114/JETS.V6I3.3048
Escolano-Pérez, E., Herrero-Nivela, M., & Losada, J. (2020). Association between preschoolers’ specific fine (but not gross) motor skills and later academic competencies: Educational Implications. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01044
Fernández-Gavira, J.; Espada-Goya, P.; Alcaraz-Rodríguez, V.; Moscoso-Sánchez, D. (2021). Design of educational tools based on traditional games for the improvement of social and personal skills of primary school students with hearing impairment. Sustainability 2021, 13, 12644. https://doi.org/10.20944/preprints202111.0048.v1
Girimaji, S. C., Basheer, S., Biswas, A., & Gangadharan, S. K. (2020). Intellectual disability—concepts, aetiology, and genetics. Oxford University Press eBooks. https://doi.org/10.1093/med/9780198794585.003.0003
González Palacio, E., Montoya Grisales, N., Cardona, Y., Marín, J., & Muñoz, B. (2021). Diseño y validación de una batería de habilidades motrices básicas para niños entre 5 y 11 años. REDIPE, 10(2), 165–181. https://doi.org/10.36260/rbr.v10i2.1204
Hidalgo, C., Zécri, A., Pesnot-Lerousseau, J., Truy, E., Roman, S., Falk, S., Bella, S., & Schön, D. (2020). Rhythmic abilities of children with hearing loss. Ear & Hearing. 42(2), 364-372. https://doi.org/10.1097/AUD.0000000000000926
Hsu, P. -J., Yeh, H. -L., Tsai, C. -L., Chu, C. -H., Chen, F. -C., & Pan, C. -Y. (2021). Effects of floor hockey intervention on motor proficiency, physical fitness, and adaptive development in youths with mild intellectual disabilities. International Journal of Environmental Research and Public Health, 18(13), 7059. https://doi.org/10.3390/ijerph18137059
Kashi, A., Dawes, H., Mansoubi, M., & Sarlak, Z. (2023). The effect of an exercise package for students with intellectual disability on motor and social development. Iranian Journal of Child Neurology, 17(2), 93-110. https://doi.org/10.22037/ijcn.v17i1.36644
Kim, H., An, J., & Park, Y. (2020). A prediction model for detecting developmental disabilities in preschool-age children through digital biomarker-driven deep learning in serious games: development study. JMIR Serious Games, 9. https://doi.org/10.2196/preprints.23130
Lersilp, S., Putthinoi, S., & Panyo, K. (2016). Fine motor activities program to promote fine motor skills in a case study of Down's Syndrome. Global Journal of Health Science, 8(12), 60-68. https://doi.org/10.5539/gjhs.v8n12p60
Lopes Cavalcante Neto, J., Alane Silva, Érica, & Silva Guedes, M. (2023). Análisis de la tarea de aprendizaje motor en niños con discapacidad intelectual / Analysis of motor learning task in children with intellectual disability. Retos, 49, 807–812. https://doi.org/10.47197/retos.v49.98355
Maïano, C., Hue, O., & April, J. (2019a). Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review. Journal of Intellectual Disability Research: JIDR, 63(9), 1163-1179. https://doi.org/10.1111/jir.12618
Maïano, C., Hue, O., Lepage, G., Morin, A., Tracey, D., & Moullec, G. (2019b). Do exercise interventions improve balance for children and adolescents with down syndrome? A systematic review. Physical Therapy, 99(5), 507–518. https://doi.org/10.1093/ptj/pzz012
Mardell, B., Solis, S., & Bray, O. (2019). The state of play in school: defining and promoting playful learning in formal education settings. International Journal of Play, 8, 232-236. https://doi.org/10.1080/21594937.2019.1684157
Martin, J., Delabar, J., Bacci, A., & Potier, M. (2018). GABAergic over‐inhibition, a promising hypothesis for cognitive deficits in Down syndrome. Free Radical Biology and Medicine, 114, 33–39. https://doi.org/10.1016/j.freeradbiomed.2017.10.002
Mehrem, E. S., Fergany, L. A., Mohamed, S. A., Fares, H. M., & Kamel, R. M. (2022). Efficacy of fine motor and balance exercises on fine motor skills in children with sensorineural hearing loss. Restorative neurology and neuroscience, 40(1), 43–52. https://doi.org/10.3233/RNN-211156
Nesbitt, K., Hirsh-Pasek, K., Golinkoff, R., & Blinkoff, E. (2023). Making schools work: An equation for active playful learning. Theory Into Practice, 62, 141-154. https://doi.org/10.1080/00405841.2023.2202136
Perić, D. B., Milićević-Marinković, B., & Djurović, D. (2022). The effect of the adapted soccer programme on motor learning and psychosocial behaviour in adolescents with Down syndrome. Journal of Intellectual Disability Research JIDR, 66(6), 533–544. https://doi.org/10.1111/jir.12881
Ravet, J., & Mtika, P. (2021). Educational inclusion in resource-constrained contexts: a study of rural primary schools in Cambodia. International Journal of Inclusive Education, 28(1), 16–37. https://doi.org/10.1080/13603116.2021.1916104
Regaieg, G., Sahli, S., & Kermarrec, G. (2021). Hybrid program based on virtual and real games increases fundamental movement skills in children with intellectual disability: a quasi-experimental study. Adapted Physical Activity Quarterly APAQ, 38(4), 626-642. https://doi.org/10.1123/apaq.2020-0180
Sánchez, P., Haro-Rodríguez, R., & Martínez, R. (2019). Barriers to student learning and participation in an inclusive school as perceived by future education professionals. Journal of New Approaches in Educational Research, 8(1), 18-24. https://doi.org/10.7821/NAER.2019.1.321
Santiago, F., Cardoso, D., Aragão, R., Oliveira, D., & Pinheiro, I. (2022). Active play interventions on motor skills of preschoolers: a systematic review. Revista Brasileira de Ciência e Movimento, 29(3), 1-20. https://doi.org/10.31501/rbcm.v29i3.13299
Martins dos Santos, H., Pereira, G. S., de Oliveira, L. C., Da Silva, P. K., Gonçalves Lima, M., Faria, C. D. C. D. M., & Silva, S. M. (2023). Biopsychosocial factors associated with the state of disability after hemiparesis in the chronic phase of stroke: exploratory analysis based on the international classification of functioning. Disability and Health. Disability and Rehabilitation, 46(7), 1366–1373. https://doi.org/10.1080/09638288.2023.2196444
Soori, Z., Heyrani, A. & Rafie, F. (2019). Exercise effects on motor skills in hearing-impaired children. Sport Sciences for Health, 15, 635–639. https://doi.org/10.1007/s11332-019-00564-y
Tarani, L., Rasio, D., Tarani, F., Parlapiano, G., Valentini, D., Dyląg, K., Spalice, A., Paparella, R., & Fiore, M. (2021). Pediatrics of disability: a comprehensive approach to the child with syndromic psychomotor delay. Current pediatric Reviews, 18(2), 110-120. https://doi.org/10.2174/1573396317666211129093426
Vacca, R., Bawari, S., Valenti, D., Tewari, D., & Nabavi, S. (2019). Down syndrome: neurobiological alterations and therapeutic targets. Neuroscience & Biobehavioral Reviews, 98, 234-255. https://doi.org/10.1016/j.neubiorev.2019.01.001
Alsalhe, T. A., & Bragazzi, N. L. (2021). The Effectiveness of Physical Education Games on Mathematics Achievement in a Sample of Students with Intellectual Disabilities. JMIR Serious Games, 10.2196/29142. https://doi.org/10.2196/29142
Fathi Azar, E., Mirzaie, H., Jamshidian, E., & Hojati, E. (2023). Effectiveness of perceptual-motor exercises and physical activity on the cognitive, motor, and academic skills of children with learning disorders: A systematic review. Child: care, health, and development, 49(6), 1006–1018. https://doi.org/10.1111/cch.13111
Baker, S., Courtois, S., & Eberhart, J. (2021). Making space for children’s agency with playful learning. International Journal of Early Years Education, 31(2), 372-834. https://doi.org/10.1080/09669760.2021.1997726
Beqaj, S., Tërshnjaku, E., Qorolli, M., & Živković, V. (2018). Contribution of physical and motor characteristics to functional performance in children and adolescents with down syndrome: a preliminary study. Medical Science Monitor Basic Research, 24, 159-167. https://doi.org/10.12659/MSMBR.910448
Bhat, A. (2022). Multidimensional motor performance in children with autism mostly remains stable with age and predicts social communication delay, language delay, functional delay, and repetitive behavior severity after accounting for intellectual disability or cognitive delay: A SPARK dataset analysis. Autism Research, 16, 208-229. https://doi.org/10.1002/aur.2870
Bishop, J., & Pangelinan, M. (2018). Motor skills intervention research of children with disabilities. Research in developmental disabilities, 74, 14-30. https://doi.org/10.1016/j.ridd.2017.11.002
Cavalcanti, F., Boschi, S., Muffo, C., Da Silva, A. P., Scardovelli, T. A., & Martini, S. C. (2020). Comparison of assessment methods using virtual games for balance rehabilitation [In: González Díaz, C., et al. VIII Latin American Conference on Biomedical Engineering and XLII National Conference on Biomedical Engineering]. CLAIB 2019. IFMBE Proceedings, 75. https://doi.org/10.1007/978-3-030-30648-9_150
Capio, C. M., & Eguia, K. F. (2021). Object control skills training for children with intellectual disability: an implementation case study. Sage Open, 11(3). https://doi.org/10.1177/21582440211030603
Carter, K., Sunderman, S., & Burnett, S. (2018). The effect of vestibular stimulation exercises on balance, coordination, and agility in children with Down Syndrome, American Journal of Psychiatry and Neuroscience 6(2), 28-32. https://doi.org/10.11648/J.AJPN.20180602.11
Cavarsan, C., Gorrasini, M., & Quinlan, K. (2019). Animal models of developmental motor disorders: parallels to human motor dysfunction in cerebral palsy. Journal of neurophysiology, 122(3), 1238-1253. https://doi.org/10.1152/jn.00233.2019
Cisterna, B., Bontempi, P., Sobolev, A., Costanzo, M., Malatesta, M., & Zancanaro, C. (2021). Quantitative magnetic resonance characterization of the effect of physical training on skeletal muscle of the Ts65Dn mice, a model of Down syndrome. Quantitative imaging in medicine and surgery, 12(3), 2066-2074. https://doi.org/10.21037/qims-21-729
Chiva-Bartoll, O., Maravé-Vivas, M., Salvador-García, C., & Valverde-Esteve, T. (2021). Impact of a physical education service-learning programme on ASD children: A mixed-methods approach. Children and Youth Services Review, 126, 106008. https://doi.org/10.1016/j.childyouth.2021.106008
Demirel, N. (2018). The impact of therapeutic recreational gymnastic exercise on basic motor skills of hearing-impaired children aged between 6 and 9 years. Journal of education and training studies, 6, 147-151. https://doi.org/10.11114/JETS.V6I3.3048
Escolano-Pérez, E., Herrero-Nivela, M., & Losada, J. (2020). Association between preschoolers’ specific fine (but not gross) motor skills and later academic competencies: Educational Implications. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01044
Fernández-Gavira, J.; Espada-Goya, P.; Alcaraz-Rodríguez, V.; Moscoso-Sánchez, D. (2021). Design of educational tools based on traditional games for the improvement of social and personal skills of primary school students with hearing impairment. Sustainability 2021, 13, 12644. https://doi.org/10.20944/preprints202111.0048.v1
Girimaji, S. C., Basheer, S., Biswas, A., & Gangadharan, S. K. (2020). Intellectual disability—concepts, aetiology, and genetics. Oxford University Press eBooks. https://doi.org/10.1093/med/9780198794585.003.0003
González Palacio, E., Montoya Grisales, N., Cardona, Y., Marín, J., & Muñoz, B. (2021). Diseño y validación de una batería de habilidades motrices básicas para niños entre 5 y 11 años. REDIPE, 10(2), 165–181. https://doi.org/10.36260/rbr.v10i2.1204
Hidalgo, C., Zécri, A., Pesnot-Lerousseau, J., Truy, E., Roman, S., Falk, S., Bella, S., & Schön, D. (2020). Rhythmic abilities of children with hearing loss. Ear & Hearing. 42(2), 364-372. https://doi.org/10.1097/AUD.0000000000000926
Hsu, P. -J., Yeh, H. -L., Tsai, C. -L., Chu, C. -H., Chen, F. -C., & Pan, C. -Y. (2021). Effects of floor hockey intervention on motor proficiency, physical fitness, and adaptive development in youths with mild intellectual disabilities. International Journal of Environmental Research and Public Health, 18(13), 7059. https://doi.org/10.3390/ijerph18137059
Kashi, A., Dawes, H., Mansoubi, M., & Sarlak, Z. (2023). The effect of an exercise package for students with intellectual disability on motor and social development. Iranian Journal of Child Neurology, 17(2), 93-110. https://doi.org/10.22037/ijcn.v17i1.36644
Kim, H., An, J., & Park, Y. (2020). A prediction model for detecting developmental disabilities in preschool-age children through digital biomarker-driven deep learning in serious games: development study. JMIR Serious Games, 9. https://doi.org/10.2196/preprints.23130
Lersilp, S., Putthinoi, S., & Panyo, K. (2016). Fine motor activities program to promote fine motor skills in a case study of Down's Syndrome. Global Journal of Health Science, 8(12), 60-68. https://doi.org/10.5539/gjhs.v8n12p60
Lopes Cavalcante Neto, J., Alane Silva, Érica, & Silva Guedes, M. (2023). Análisis de la tarea de aprendizaje motor en niños con discapacidad intelectual / Analysis of motor learning task in children with intellectual disability. Retos, 49, 807–812. https://doi.org/10.47197/retos.v49.98355
Maïano, C., Hue, O., & April, J. (2019a). Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review. Journal of Intellectual Disability Research: JIDR, 63(9), 1163-1179. https://doi.org/10.1111/jir.12618
Maïano, C., Hue, O., Lepage, G., Morin, A., Tracey, D., & Moullec, G. (2019b). Do exercise interventions improve balance for children and adolescents with down syndrome? A systematic review. Physical Therapy, 99(5), 507–518. https://doi.org/10.1093/ptj/pzz012
Mardell, B., Solis, S., & Bray, O. (2019). The state of play in school: defining and promoting playful learning in formal education settings. International Journal of Play, 8, 232-236. https://doi.org/10.1080/21594937.2019.1684157
Martin, J., Delabar, J., Bacci, A., & Potier, M. (2018). GABAergic over‐inhibition, a promising hypothesis for cognitive deficits in Down syndrome. Free Radical Biology and Medicine, 114, 33–39. https://doi.org/10.1016/j.freeradbiomed.2017.10.002
Mehrem, E. S., Fergany, L. A., Mohamed, S. A., Fares, H. M., & Kamel, R. M. (2022). Efficacy of fine motor and balance exercises on fine motor skills in children with sensorineural hearing loss. Restorative neurology and neuroscience, 40(1), 43–52. https://doi.org/10.3233/RNN-211156
Nesbitt, K., Hirsh-Pasek, K., Golinkoff, R., & Blinkoff, E. (2023). Making schools work: An equation for active playful learning. Theory Into Practice, 62, 141-154. https://doi.org/10.1080/00405841.2023.2202136
Perić, D. B., Milićević-Marinković, B., & Djurović, D. (2022). The effect of the adapted soccer programme on motor learning and psychosocial behaviour in adolescents with Down syndrome. Journal of Intellectual Disability Research JIDR, 66(6), 533–544. https://doi.org/10.1111/jir.12881
Ravet, J., & Mtika, P. (2021). Educational inclusion in resource-constrained contexts: a study of rural primary schools in Cambodia. International Journal of Inclusive Education, 28(1), 16–37. https://doi.org/10.1080/13603116.2021.1916104
Regaieg, G., Sahli, S., & Kermarrec, G. (2021). Hybrid program based on virtual and real games increases fundamental movement skills in children with intellectual disability: a quasi-experimental study. Adapted Physical Activity Quarterly APAQ, 38(4), 626-642. https://doi.org/10.1123/apaq.2020-0180
Sánchez, P., Haro-Rodríguez, R., & Martínez, R. (2019). Barriers to student learning and participation in an inclusive school as perceived by future education professionals. Journal of New Approaches in Educational Research, 8(1), 18-24. https://doi.org/10.7821/NAER.2019.1.321
Santiago, F., Cardoso, D., Aragão, R., Oliveira, D., & Pinheiro, I. (2022). Active play interventions on motor skills of preschoolers: a systematic review. Revista Brasileira de Ciência e Movimento, 29(3), 1-20. https://doi.org/10.31501/rbcm.v29i3.13299
Martins dos Santos, H., Pereira, G. S., de Oliveira, L. C., Da Silva, P. K., Gonçalves Lima, M., Faria, C. D. C. D. M., & Silva, S. M. (2023). Biopsychosocial factors associated with the state of disability after hemiparesis in the chronic phase of stroke: exploratory analysis based on the international classification of functioning. Disability and Health. Disability and Rehabilitation, 46(7), 1366–1373. https://doi.org/10.1080/09638288.2023.2196444
Soori, Z., Heyrani, A. & Rafie, F. (2019). Exercise effects on motor skills in hearing-impaired children. Sport Sciences for Health, 15, 635–639. https://doi.org/10.1007/s11332-019-00564-y
Tarani, L., Rasio, D., Tarani, F., Parlapiano, G., Valentini, D., Dyląg, K., Spalice, A., Paparella, R., & Fiore, M. (2021). Pediatrics of disability: a comprehensive approach to the child with syndromic psychomotor delay. Current pediatric Reviews, 18(2), 110-120. https://doi.org/10.2174/1573396317666211129093426
Vacca, R., Bawari, S., Valenti, D., Tewari, D., & Nabavi, S. (2019). Down syndrome: neurobiological alterations and therapeutic targets. Neuroscience & Biobehavioral Reviews, 98, 234-255. https://doi.org/10.1016/j.neubiorev.2019.01.001