Search Results (36)

This pilot study evaluates the effectiveness of basketball, implemented according to Universal Design for Learning (UDL) principles and educational best practices, as an inclusive tool for students with Special Educational Needs in lower secondary school. The research involved 24 adolescents aged 11–14 with Special Educational Needs, who participated in a structured 30-session basketball program designed to enhance motor, relational, and individual skills. The program incorporated evidence-based methodologies such as differentiated instruction, peer modeling, and cooperative activities. Motor tests and psychometric questionnaires were administered pre- and post-intervention to assess three key developmental dimensions. Results demonstrated significant improvements across all three dimensions: relational competencies and individual factors showed equal progress (+20.8% each), while motor skills showed slightly more modest but still substantial gains (+16.6%). These findings confirm that a structured pedagogical approach can transform sport into a powerful vehicle for inclusion. The article highlights how the integration of physical activity, inclusive teaching methodologies, and unified sports represents an effective strategy to address the complexity of Special Educational Needs. Full article

Providing feedback is a key instructional strategy in motor learning. Recently, interest has grown in self-controlled (SC) feedback, which allows learners to choose when to receive feedback. However, evidence on its effectiveness remains mixed, and its impact across different learning phases and populations is unclear. This meta-analysis assessed the effect of SC feedback on motor skill learning during acquisition, retention, and transfer phases, compared to passively received (PR) feedback and Yoked (YK) feedback groups. A comprehensive search of three datasets identified 29 studies comprising 1147 participants. Although SC feedback did not bring a significant advantage in the acquisition phase, it facilitated motor skill learning in both the retention and transfer phases. Moderator analyses revealed that cognitive status influenced SC feedback efficacy during the acquisition phase, with significant effects observed only in cognitively impaired individuals. Additionally, skill type moderated outcomes in the transfer phase, with series skills showing greater benefits than discrete skills, and this effect was significant only when compared to the YK group. In summary, SC feedback-enhanced motor skill learning in the retention and transfer phases, supporting its role in the consolidation and generalization of learning. Additionally, cognitively impaired individuals showed greater benefits during the acquisition phase, and series skills demonstrated more substantial gains in the transfer phase. Full article

Background: Adolescent obesity represents a global public health issue, with an urgent need for tailored intervention strategies, particularly in school settings. Objectives: This study investigated the impact of adapted basketball training—with and without video summaries—on BMI, fitness, motivation, and technical skills in adolescents with moderate obesity. Methods: Fifty-five participants were randomly assigned to one of three instructional modalities—a modified basketball program enriched with video summaries (ADAPT + VID), a modified program without videos (ADAPT), and a traditional program (CONT)—and completed an eight-week intervention. Before (T0) and after (T1) the intervention, participants in all three groups underwent testing to assess: (i) anthropometric measurements (BMI), (ii) technical accuracy (passing, dribbling, and shooting), (iii) physical fitness using the Intermittent Fitness Test 15-15 (Spartacus Test), and (iv) motivation using the Situational Motivation Scale. Results: Assessments revealed significant improvements in the ADAPT + VID group, with notable reductions in BMI (d = 0.25, p < 0.05), enhanced physical fitness (d = 0.19, p = 0.002), and improved performance in passing (d = 1.42, p < 0.001), dribbling (d = 1.30, p < 0.001), and free-throw shooting (d = 0.80, p < 0.001). Moreover, a significant increase in intrinsic motivation (d = 1.18, p < 0.001) and a reduction in amotivation (d = 1.12, p < 0.001) were observed. Conclusions: These findings suggest that incorporating pedagogical video summaries into an adapted basketball program may effectively improve physical health, motor skills, and motivation among adolescents with moderate obesity. Full article

Understanding factors that influence physical activity participation in middle childhood is essential for developing effective interventions. To date, many studies have contributed valuable knowledge on the individual, or person-centered, factors that influence participation, such as motor competence and perceived motor competence. However, there is an increasing body of literature in support of exploring participation through a broader lens, considering additional social ecological factors and their role in participation. Understanding the development of unique combinations of personal and environmental characteristics can shed light on participation patterns over time. Therefore, the aim of this study is to identify clusters of a longitudinal sample of children in grades 2, 3, 4, and 5 (n = 155; 55% girls) based on: motor skills; perceived physical competence; active physical recreation; and with whom and where participation occurs. Latent profile analysis results revealed a range of clusters within each grade, with a 3-cluster solution in grade 2, a 5-cluster solution in grade 3, a 4-cluster solution in grade 4, and a 6-cluster solution in grade 5. An analysis of the clusters revealed increasingly diverse clusters over time, with some clusters demonstrating paths toward engagement or disengagement in active physical recreation. The variation in clusters across grades indicates increasing diversity in personal and environmental factors through middle childhood. Recognizing this diversity can allow for teachers, coaches, and instructors to employ instructional styles to accommodate individuals’ differences and maximize participation in a range of physical activity contexts. Full article

Individuals with Parkinson’s disease often face legal disputes over documents signed before the ongoing disease, since fine motor skill changes can lead to alterations in handwriting. Generally, rehabilitation programs focus on mobility in the lower limbs; however, these individuals also face challenges involving the control of fine motor skills, such as handwriting and maintaining their graphic identity. The aim of this exploratory study is to evaluate the effect of a fine motor skill rehabilitation program on the handwriting of these individuals. This study involved 10 subjects with a diagnosis of Parkinson’s disease, four of whom participated in the rehabilitation program, while the remaining six were allocated to the control group. All participants were instructed to write specific sentences before and after the twelve-week intervention. The main qualitative changes observed between groups after the graphoscopic analysis were in features such as tremors, retouching/overwriting, size, legibility, and line quality. Full article

This systematic review investigates the integration of artificial intelligence (AI) and information and communication technologies (ICT) in physical education across all educational levels. Physical education is uniquely centered on motor skill development, physical activity engagement, and health promotion—outcomes that require tailored technological approaches. Through the analysis of recent empirical studies, the main areas where digital technologies contribute to pedagogical innovation are highlighted—such as personalized learning, real-time feedback, student motivation, and educational inclusion. The findings show that AI-assisted tools facilitate differentiated instruction and self-regulated learning by adapting to students’ individual performance levels. Technologies such as wearables and augmented reality (AR)/virtual reality (VR) systems increase engagement and support the participation of students with special educational needs. Furthermore, AI contributes to more efficient and objective assessment of motor performance, coordination, and movement quality. However, significant structural and ethical challenges persist, such as unequal access to digital infrastructure, lack of teacher training, and concerns related to personal data protection. Teachers’ perceptions reflect both openness to the educational potential of AI and caution regarding its practical implementation. The review concludes that AI and ICT can substantially transform physical education, provided that coherent policies, clear ethical frameworks, and investments in teachers’ professional development are in place. Full article

Metaphorical instructions are widely used in motor skill learning, yet their impact on learning and memory processes in children remains underexplored. This study examined whether metaphor-based language could enhance children’s acquisition and recall of body posture-related motor skills in an online learning environment. Forty-eight children aged 7 to 9 were randomly assigned to receive either metaphorical or explicit verbal instructions while learning 15 gymnastic postures demonstrated through static images. Following the learning phase, participants completed a free recall task, in which they reproduced the learned postures without cues, and a recognition task involving the identification of previously learned postures. Results indicated that children in the metaphor group recalled significantly more postures than those in the explicit group, with no reduction in movement quality. However, no group differences were observed in recognition accuracy or discrimination sensitivity. These findings suggest that metaphorical instructions may enhance children’s ability to retrieve self-generated motor representations but offer limited advantage when external cues are available. The study provides evidence for the value of metaphor-based strategies in supporting immediate motor memory in digital, child-focused learning settings and highlights the potential task-dependency of instructional language effects on memory outcomes. Full article

Background/Objectives: The aim of this study was to examine the effectiveness of an exercise program based on principles of motor learning with cognitive elements (such as attention) in the correction of Forward Head Posture (FHP). Methods: A total of 55 university students from the University of Thessaly, aged between 18 and 25 years, participated in this study. Volunteers found to have a craniovertebral angle <50° were randomly divided into two groups: the intervention group IG (n = 27) and the control group CG (n = 28). The IG followed a treatment protocol consisting of three 30–45-min sessions per week for four weeks, a total of twelve sessions, while the control group received the same content instructions and group sessions upon completion. Results: After the four-week intervention period, significant improvements were observed in both static and dynamic craniovertebral angle measurements (p < 0.05) when comparing the IG to the CG. Additionally, there was a notable increase in the endurance of the deep neck flexors (p < 0.05), even though the intervention for the IG did not include specific strength exercises. Furthermore, participants with FHP were able to transfer (B–C) motor skills (p < 0.01) acquired during static position tasks to a similar but dynamically untrained task. They also retained (B–D) improvements in posture and strength during the two-week detraining period (p < 0.01), indicating sustained motor learning effects. Conclusions: The exercise intervention was successful at decreasing FHP in subjects, sustaining the results for a two-week period. This study supports the effectiveness of postural training by a program based on motor learning principles. New rehabilitation strategies based on motor control and motor learning could be introduced into physiotherapy practice to increase effectiveness. Full article

This study presents a real-time hand tracking and collision detection system for immersive mixed-reality boxing training on Apple Vision Pro (Apple Inc., Cupertino, CA, USA). Leveraging the device’s advanced spatial computing capabilities, this research addresses the limitations of traditional fitness applications that lack precision for technique-based sports like boxing with visual-only hand tracking. The system is designed to provide objective feedback by recognizing boxing-specific gestures with sub-centimeter accuracy and validating biomechanical correctness during punch execution. A three-stage pipeline consisting of geometric filtering, biomechanical validation, and punch technique assessment rejects accidental or improper motions. Experimental evaluation involving 12 participants demonstrated a gesture recognition accuracy of 96.3% and a technique validation accuracy of 88.5%. The system consistently operated at 60 FPS with low latency and high robustness across diverse lighting conditions. These results indicate the potential of Apple Vision Pro as a platform for precision sports training and highlight the educational impact of mixed reality in democratizing access to high-quality boxing instruction. The proposed framework is extensible to other skill-based sports requiring fine motor control and real-time feedback. Full article

Training people interested in implementing Applied Behavior Analysis (ABA) interventions to children with autism spectrum disorder (ASD) is important to promote skill gains. A recommended training package is called behavioral skills training (BST), which involves four components (didactic instruction, modeling, role-play, and performance feedback). Background/Objectives: The purpose was to assess the effects of BST on the accurate teaching of multiple skills via DTT by six psychology university students to a confederate and six children diagnosed with ASD. Generalization and maintenance assessments were conducted. Results: Through the research conditions, all university participants were able to teach ten different skills (sitting still, motor imitation, making requests, vocal imitation, receptive identification of non-verbal stimuli, making eye contact, following instructions, intraverbal, labeling, receptive identification of non-verbal stimuli by function, feature and class) with a high integrity level to the children. In addition, across four months after training, all participants maintained high teaching integrity levels while teaching skills to the children related to their individualized curriculum goals. Each child accumulated over 1000 correct responses across several sessions. The university participants rated their training with the highest possible score in a social validity assessment. Conclusions: BST successfully trained psychology university students to accurately teach multiple skills via DTT to children with ASD and involved long lasting effects. Limitations and new avenues for research were discussed. Full article

Objective: This systematic review and meta-analysis evaluates how the flipped classroom model—considered as a neurocognitive training environment—affects cognitive–motor integration and brain-mediated motor skill performance in university students, providing scientific evidence for optimizing higher-education physical education pedagogy (a course related to physical literacy and the cultivation of physical and mental health, rather than a training program for professional physical education teachers). Methods: In order to compare the effects of flipped classroom and traditional teaching on the motor skill performance of university students, this study conducted a systematic review and meta-analysis according to PRISMA rules, whereby studies were screened according to specific inclusion criteria and data were extracted, assessed for quality, and then meta-analyzed to assess the effectiveness of the flipped classroom model in improving motor skill performance. Results: A total of 12 original randomized controlled trials (RCTs) were included in the study. The meta-analysis results indicated that the flipped classroom model significantly outperformed traditional teaching methods in improving university students’ motor skill scores (standardized mean difference (SMD) = 1.22, 95% CI = 0.64–1.79, p < 0.0001). Subgroup analysis showed significant effects in both general major students and sports science major students, with no significant difference between studies conducted in China and those conducted in non-China regions. Conclusions: The flipped classroom model demonstrates significant advantages over traditional PE teaching methods in improving motor skill performance. It enhances students’ skill acquisition and classroom engagement, showing promising potential for future implementation in university PE programs. Further research should explore the model’s applicability across different sports and student populations, as well as its long-term impact on skill retention and postgraduation sports participation. Full article

Background: Disadvantaged children often enter kindergarten with delays in fundamental motor skill (FMS) competence, which is critical for future physical activity engagement. The Summer Success—Successful Kinesthetic Instruction for Preschoolers (SS-SKIP) program was designed to address these developmental gaps, with a short, intensive intervention. This pilot study evaluated the impact of a 4-week SS-SKIP program on FMS, perceived motor competence (PMC), and executive function (EF). Methods: Twenty-one preschool children (mean age = 62.62 ± 4.61 months) from disadvantaged communities participated in an intensive, month-long (240 min) program. FMS were assessed using the Test of Gross Motor Development-2 (TGMD-2), PMC was evaluated using the Pictorial Scale for Perceived Competence, and EF was measured via the Head–Toes–Knees–Shoulders (HTKS), Go/No-Go, and Sorting cards tests. Standing long jump was measured in meters. A pretest–post-test design assessed program impact using 2 Gender X 2 Session MANOVAs/ANOVAs on dependent variables. Results: Analysis of differences in baseline measures of FMS competence and EF by Gender and Session revealed no significant main effects of Gender, Session, or their interaction across measures (all p > 0.05). Repeated measures ANOVAs by Gender revealed a significant main effect for Time for locomotor standard scores (p < 0.001), object control standard scores (p < 0.001), and HTKS scores (p < 0.001), indicating improvement from pretest to post-test. By contrast, jump distance, PMC, Go/No-Go and Card Sorting scores were non-significant (p > 0.05). Conclusions: A short, intense SS-SKIP FMS intervention significantly enhanced FMS and improved HTKS performance. This pilot study was limited by the lack of a control group and small N. These findings underscore the potential of short, targeted interventions in addressing early motor delays in disadvantaged preschoolers, warranting further investigation into their long-term impacts. Full article

This study examines the effects of implementing a movement-integrated instruction (MII) program in third-grade mathematics classes with a focus on students’ mathematical learning outcomes and physical literacy development. The program was designed using the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional model and was implemented in a public elementary school in South Korea. While the primary instructional emphasis was placed on improving mathematical concept comprehension and problem solving, the study also evaluated outcomes in three core areas of physical literacy: physical competence, motivation and confidence, and knowledge and understanding of physical activity. A descriptive qualitative approach was adopted and supplemented with quantitative data. The data sources included classroom observations, learning artifacts, teacher reflections, semi-structured interviews, and structured student surveys. The results showed that 82.6% of students reported improved bodily control and coordination, while 75.4% indicated that they used skills acquired through physical education (PE) to solve math problems. Student work demonstrated an increasing use of multi-step reasoning, diagrammatic representations, and contextual explanations, suggesting that embodied learning reinforces both cognitive engagement and physical development. Although challenges related to time, space, and varying motor abilities were encountered, they were addressed through interdisciplinary integration and differentiated instructional strategies. This study provides empirical support for MII as a pedagogical model that effectively bridges academic learning and physical development, and offers practical recommendations for broader applications in elementary education. Full article

Background/Objectives: Developmental dysgraphia, a graphomotor difficulty affecting handwriting, significantly impacts children’s academic performance, emotional well-being, and overall development. Over the past two decades, intervention strategies have transitioned from traditional task-oriented motor training to more innovative, technology-driven, and holistic approaches. This paper aims to synthesise key developments in dysgraphia interventions, categorising them into distinct thematic areas and evaluating their effectiveness in improving handwriting outcomes. Methods: A review of 12 key studies was conducted, classifying interventions into four primary categories: (1) task-oriented and sensorimotor-based interventions; (2) technology-assisted solutions; (3) self-regulated and individualised approaches; and (4) integrated methodologies. Each study was analysed based on its methodology, intervention design, target population, and reported outcomes to assess the effectiveness and feasibility of different approaches. Results: The findings indicate significant advancements in handwriting interventions, with technology-assisted and integrated approaches demonstrating promising results in engagement, accessibility, and skill development. However, challenges remain in terms of scalability, cultural adaptability, and long-term sustainability. While self-regulated and individualised approaches offer tailored support, their effectiveness depends on factors such as learner motivation and instructional design. Conclusions: Despite progress in intervention strategies for developmental dysgraphia, further research is needed to optimise hybrid models that combine the strengths of multiple approaches. A more inclusive and adaptable framework is required to ensure equitable access to effective handwriting interventions. This study highlights the need for continued collaboration among researchers, educators, and policymakers to advance evidence-based interventions, fostering equitable learning opportunities for all children with dysgraphia. Full article

Developmental Coordination Disorder (DCD) is one of the most prevalent neurodevelopmental disorders in childhood. DCD is classified as a motor learning deficit because it interferes with the ability to learn and automate movement skills. There is a lack of information on how these children acquire complex motor skills relevant to their daily recreational or sports activities. Evidence to guide physical trainers, educators, and health professionals to select an effective type of training to improve physical fitness for children with poor motor coordination is scarce. The purpose of this study was to analyze the effect of an 8-week task-oriented basketball training program on motor coordination and motor skill-related fitness for DCD children in the school context. Motor performance and motor skill-related fitness were evaluated before and after the intervention using the Movement Assessment Battery for Children-2 (MABC-2) and Performance and Fitness Test Battery (PERF-FIT). A total of 52 children with DCD aged 8 to 9 were invited to join the intervention. Parents of 18 children accepted for their child to participate in the training program. In the remaining children, 20 identified as the most similar based on the diagnostic criteria for DCD (DSM-5) and anthropometric features (age, BMI) and were asked to participate as the usual care group. The difference in improvement on the MABC-2 and the PERF-FIT between the two groups on the two test occasions was compared using Mann–Whitney U tests. Within-group pre-post comparison on these test items was performed using the Wilcoxon signed rank test. Significant differences in all performance scores were found in favor of the training group. Post-hoc analysis revealed that the DCD training group improved significantly on MABC-2 total and subscores (p < 0.001) and on all PERF-FIT items (p < 0.001). No significant changes were found on any of the test items in the DCD usual care group. Group-based training in a more natural environment (playing games with peers in school) might help children with DCD as an adjunct to or before individual therapy. Based on our findings, we believe it is possible to work in large groups (n = 18), led by trained physical education teachers and special educators, to lessen the impact of motor coordination and physical fitness problems in children with neurodevelopmental disorders so that they can participate more easily in active games. Results of the usual care group showed that extra instruction and practice are needed for children with DCD. Full article