The effect of an adapted inclusive physical education program on motor skills and academic engagement of children aged 9–10 years

Abstract

Background and Study Aim. Inclusive physical education is associated with supporting the motor, social, and emotional development of children with diverse educational needs. In mainstream school settings, students with delayed psychological and intellectual development often experience difficulties in performing motor tasks and maintaining activity during lessons, which necessitates targeted pedagogical adaptation. Despite the use of various inclusive and adapted approaches, their relative effectiveness in improving functional motor skills and academic engagement among schoolchildren with special needs remains of practical interest. The aim of this study was to evaluate the effect of an adapted inclusive physical education program on motor skills and academic engagement of children aged 9–10 years. Materials and Methods. The study was conducted during the second semester of the 2023–2024 academic year and involved 32 fourth-grade students, three of whom had delayed psychological and intellectual development. Data were collected under natural educational conditions during physical education classes organized in an inclusive format. The assessment of essential motor skills was carried out using standardized tests evaluating coordination, balance, movement accuracy, speed, and manipulative skills. In addition, a remote questionnaire was administered to assess students’ interest and activity levels during the lessons. Statistical analysis included the calculation of mean values and the use of Student’s t-test to examine differences and changes in the measured indicators. Results. Students with delayed psychological and intellectual development demonstrated improvements in essential motor skills following the application of the adapted methodology. Specifically, balance maintenance time increased on average from 18.1 ± 3.01 s to 21.9 ± 1.01 s, walking accuracy along a line improved from 16.53 ± 2.21 cm to 18.2 ± 2.04 cm, and the number of step-up repetitions decreased from 62.4 ± 4.25 to 56.8 ± 2.25, reflecting enhanced movement control. The speed of object transfer also improved (from 1.3 ± 1.69 s to 1.9 ± 1.04 s). Statistically significant changes were observed for several indicators (p < 0.05). In addition, an increase in academic engagement was noted, as reflected by a higher proportion of positive evaluations of distance-based lessons and a greater interest in physical education compared with baseline. Conclusions. The results of the study indicate that an adapted inclusive approach to physical education lessons promotes the development of essential motor skills in students with delayed psychological and intellectual development and enhances their academic engagement. The observed positive changes in motor performance and the increased interest in physical education confirm the effectiveness of structured exercises, step-by-step instructions, and individualized pedagogical support. The organization of inclusive lessons with the involvement of a teaching assistant creates favorable conditions for the successful inclusion of children with special educational needs in the educational process and contributes to the formation of more stable motivation for physical activity.