Perceptions and Adaptation Strategies in Fundamental Movement Skills Among Children With Physical Disabilities

Area of Science:

• Pediatric Physical Therapy
• Motor Development Research
• Inclusive Education

Background:

• Fundamental movement skills (FMS) are crucial for children's physical activity and development.
• Standardized assessments may not accurately reflect the abilities of children with physical disabilities.

Purpose of the Study:

• To explore how children with physical disabilities perceive and perform FMS.
• To understand the factors influencing their skill execution and self-assessment.

Main Methods:

• Qualitative study involving 17 children (ages 3-10) with physical disabilities.
• Utilized the Test of Gross Motor Development (TGMD-3) and unstructured interviews.
• Thematic analysis of verbal and non-verbal data.

Main Results:

• Children's FMS performance varied based on knowledge, motivation, age, fatigue, and familiarity.
• Adaptation strategies (motor, material, environmental, contextual) were individualized and co-constructed.
• Children focused on outcomes over quality and struggled with self-assessment; visual feedback and play enhanced engagement.

Conclusions:

• Inclusive, personalized approaches are essential for FMS assessment and intervention.
• Integrating process- and product-oriented perspectives, with child involvement, is key.
• Further research should explore integrating these strategies into daily environments.