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The purpose of this study was to examine the effects of two pedagogical strategies in adapted physical education (hybrid virtual/real vs. conventional) on fundamental movement skills (FMS) in children with intellectual disability age 7–10 years. Children with intellectual disability (N = 24) were randomly assigned to either the hybrid (experimental group) or the conventional (control group) group and were evaluated across 10 weeks. The hybrid program was based on virtual and real game situations, while the conventional program was based on adapted sports. FMS were evaluated using the Test of Gross Motor Development-2 at pre- and postprogram for both groups. Both programs significantly improve locomotor skills, with significantly better improvement in the experimental group. However, a significant improvement was observed only among the experimental group for object-control skills and gross motor quotient. Based on these results, a hybrid program may be considered for FMS improvement.
Regaieg and Kermarrec are with the Research Center for Education, Didactics & Learning, Sport and Education Sciences Faculty, University of Occidental Brittany, Brest, France. Sahli is with the Research Laboratory: Education, Motricité, Sport et Santé, Higher Inst. of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia.