身体障害のある子供たちの基礎運動スキルにおける認識と適応戦略

Fundamental movement skills (FMS) are foundational to children's motor development and long-term participation in physical activity. However, standardized assessments often fail to capture the diverse abilities and lived experiences of children with physical disabilities. This qualitative study explored how these children perceive and perform FMS. Seventeen participants ages 3 to 10 took part in two sessions: one to assess their FMS using the Test of Gross Motor Development, the 3rd edition, and another to discuss their understanding of specific skills through an unstructured interview. Thematic analysis of verbal and non-verbal data revealed three key themes. First, children's knowledge, motivation, and perceived competence varied widely, influenced by age, fatigue and task familiarity. Younger children tended to show strong confidence, while older children were more self-critical. Second, children used a variety of motor, material, environmental, and contextual adaptation strategies to support FMS execution, often co-constructed with the research team. These adaptations reflected individual needs more than task-specific demands. Third, children focused more on outcomes than on movement quality and had difficulty assessing their own performance. Visual feedback and playful contexts supported engagement and self-awareness. These results highlight the need for inclusive, personalized approaches that integrate both process- and product-oriented perspectives and actively involve children in shaping their learning experience. Future research should investigate how such strategies can be integrated into children's everyday environments.