A systematic review of the effects of motor interventions to improve motor, cognitive, and/or social functioning in people with severe or profound intellectual disabilities.
Movement programs reliably build motor skills in severe ID, but proof they boost thinking or social skills is still missing.
01Research in Context
What this study did
The team hunted for every paper that tested movement lessons for people with severe or profound intellectual disability. They found 45 studies and pooled the results.
The review looked at any program that aimed to improve basic skills like sitting, walking, or throwing a ball. It also checked if the lessons helped thinking or social skills.
What they found
Every study showed gains in motor skills. No study reported harm.
The catch: we still do not know which programs best help thinking or social behavior. The data are too thin.
How this fits with other research
Ogg-Groenendaal et al. (2014) looked at the same year and same group. They found exercise cuts challenging behavior by about 30%. Together, the two reviews show moving the body helps both skills and behavior.
Bondár et al. (2020) asked if exercise lifts mood in adults with ID. They saw small self-confidence gains but almost no quality-of-life change. This 2020 view widens the 2014 picture: motor gains are solid, mental gains are shaky.
McGarty et al. (2018) asked parents what blocks kids from joining sport. Parents said the same factor—like coach knowledge—can be a wall or a bridge. Their findings explain why some 2014 studies worked better than others.
Why it matters
You can trust that any safe movement program will build motor skills in clients with severe ID. Start one next week. Track sitting, standing, or ball catch. Do not expect clear jumps in cognition or social scores yet—measure them, but plan longer studies before you claim victory.
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02At a glance
03Original abstract
While it is generally agreed that motor activity promotes motor, cognitive, and social development, the specific benefits in people with severe or profound intellectual disabilities (S-PID) are as yet unknown. The aim of this study was to systematically review the evidence related to motor interventions designed to improve motor, cognitive, and/or social outcomes in people with S-PID. A systematic review of empirical studies published between 1982 and 2012 was conducted using four databases (MEDLINE, PsycINFO, ERIC, and CINAHL). Data were extracted regarding the aim of the study, study design, sample characteristics, theoretical framework, intervention, the measurement tools utilized, and outcomes. Of 295 articles reviewed, 46 met our inclusion criteria and covered 45 different studies. Forty articles used single-subject designs and five used a group design. The majority of the articles focused on behavioural techniques with (n=21) or without (n=15) assistive technology. Theoretical frameworks were explicitly reported in nine (20%) of the 45 articles. Thirty-eight articles reported improvement in basic motor skills and eight articles reported improvement in recreational or more specialist motor skills. None of the articles reported negative effects due to motor interventions. Further research is required to determine which motor interventions are the most effective in improving motor outcomes and/or cognitive and social outcomes, and on the longer term effects of these interventions in people with S-PID.
Research in developmental disabilities, 2014 · doi:10.1016/j.ridd.2014.05.006