The Effects of an Integrative, Universally Designed Motor Skill Intervention for Young Children With and Without Disabilities

in Adapted Physical Activity Quarterly

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Sally Taunton Miedema University of South Carolina, Columbia, SC, USA

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Ali Brian University of South Carolina, Columbia, SC, USA

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Adam Pennell Pepperdine University, Malibu, CA, USA

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Lauren Lieberman State University of New York?College at Brockport, Brockport, NY, USA

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Larissa True New Mexico State University, Las Cruces, NM, USA

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Collin Webster University of South Carolina, Columbia, SC, USA

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David Stodden University of South Carolina, Columbia, SC, USA

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DOI:
https://doi.org/10.1123/apaq.2021-0031
Keywords:
motor development; fundamental movement skill; fine-motor; gross motor; health-related fitness
First Published Online:
02 Dec 2021
In Print:
Volume 39: Issue 2
Page Range:
179–196
Restricted access

Many interventions feature a singular component approach to targeting children’s motor competency and proficiency. Yet, little is known about the use of integrative interventions to meet the complex developmental needs of children aged 3–6 years. The purpose of this study was to examine the effects of an integrative universally designed intervention on children with and without disabilities’ motor competency and proficiency. We selected children (N = 111; disability = 24; no disability = 87) to participate in either a school-based integrative motor intervention (n = 53) or a control condition (n = 58). Children in the integrative motor intervention both with and without disabilities showed significant improvement in motor competency and proficiency (p < .001) as compared with peers with and without disabilities in a control condition. Early childhood center directors (e.g., preschool and kindergarten) should consider implementing integrative universally designed interventions targeting multiple aspects of motor development to remediate delays in children with and without disabilities.

Miedema (staunton@email.sc.edu) is corresponding author.

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