Motor Skills Development, Physical Activity
Conditions
Keywords
Intellectual Disabilities, Autism Spectrum Disorder, Children, Physical Activity, Motor Competence
Brief summary
The goal of this observational study is to find out whether an intervention designed to improve physical activity levels and movement skills is practical and acceptable for children aged 7-11 years with intellectual disabilities and/or autism spectrum disorder. The intervention will be designed with input from people with lived experience, including professionals working in schools, physical education, sport, health services, and charities, as well as parents and families. The study will explore whether this type of intervention can be realistically delivered in special educational needs schools as part of their usual day-to-day activities. The main question the study aims to answer is: • Is an intervention to improve physical activity and motor skills feasible and acceptable for special educational needs schools? Participating schools will implement the intervention for six weeks. Several outcomes related to feasibility and acceptability will be measured to understand how well the intervention works in a school setting.
Interventions
OTHERMovement Matters
A multi-component intervention comprising of Teacher/Coach Training, School-Based Physical Activity, Family Co-Participation in PA, Parent Education, School Multi-Skill Event, Use of Role Models.
Sponsors
Liverpool John Moores University
Study design
Observational model
COHORT
Time perspective
CROSS_SECTIONAL
Eligibility
Sex/Gender
ALL
Age
7 Years to 11 Years
Healthy volunteers
Yes
Inclusion criteria
* Children aged 7 to 11 years * Special Educational Needs and Disability (SEND) statement indicating a primary diagnosis of intellectual disability and/or Autism Spectrum Disorder * Independently ambulatory (able to walk without physical assistance) to allow completion of the motor skill testing protocol
Exclusion criteria
* Children younger than 7 years or older than 11 years * No Special Educational Needs and Disability (SEND) statement indicating a primary diagnosis of intellectual disability or Autism Spectrum Disorder * Not independently ambulatory and therefore unable to complete the motor skill testing protocol
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| School Eligibility Rate (Screening Log Assessment) | Baseline | Percentage of all SEND schools in the target area that meet predefined inclusion criteria, assessed using a school eligibility screening log. |
| Participant Recruitment Rate (Consent Form Return Log) | Baseline | Percentage of eligible children who return completed parent/carer consent forms, recorded using a consent tracking log. |
| Completion Rate of Motor Competence (BOT-2), Physical Activity (Accelerometry), and Anthropometric (Stature and Body Mass) Measures | Baseline to the end of intervention at 6 weeks | Percentage of recruited participants who complete all baseline and follow-up assessments using the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2), Accelerometer (ActiGraph GT3X worn on the non dominant wrist for 7-days), stature measured to the nearest 0.1cm and body mass to the nearest 0.1 kg. |
| Loss to Follow-Up Rate (Child-Level Outcome Assessment Completion Log) | Baseline to the end of intervention at 6 weeks | Percentage of recruited participants who do not complete any follow-up assessments, recorded using the study assessment tracking log. |
| Intervention Dose Delivered (Teacher Implementation Log) | Baseline to the end of intervention at 6 weeks | Adherence to the Movement Matters intervention measured using a fidelity checklist completed by teachers |
| Teacher and Coach Acceptability (Post-Training Acceptability Questionnaire) | Baseline to the end of intervention at 6 weeks | Study-specific post-training acceptability questionnaire consisting of 5-point Likert scale items assessing satisfaction, perceived usefulness, and appropriateness of the training. |
| Intervention Acceptability (Teacher Post-Intervention Acceptability Questionnaire) | Baseline to the end of intervention at 6 weeks | Teacher satisfaction with the intervention measured using a structured post-intervention acceptability questionnaire including 5-point Likert scale items assessing overall satisfaction (not at all satisfied to very satisfied), perceived ease of use, and perceived burden (strongly disagree to strongly agree), as well as open-ended qualitative feedback questions. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in Physical Activity Levels (Measured by accelerometry) | Baseline to the end of intervention at 6 weeks | Change in physical activity levels from baseline to 6 weeks measured using ActiGraph GT3X accelerometer worn on the non-dominant wrist at baseline and follow-up for 7-days. Physical activity will be quantified as average minutes of moderate-to-vigorous physical activity per day. |
| Change in Motor Competence (Measured by BOT-2) | Baseline to the end of intervention at 6 weeks | Change in motor competence from baseline to 6 weeks measured using the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). Motor competence is scored according to the BOT-2 manual, first receiving a raw score then converted to point score. |
Countries
United Kingdom
Outcome results
None listed