A school-based physical activity intervention for children with developmental coordination disorder: A randomized controlled trial.
Eight short, skill-focused PE lessons deliver lasting motor and mood gains for elementary students with coordination delays.
01Research in Context
What this study did
Hui-Ang et al. (2019) ran a true experiment in regular schools.
They added eight 40-minute lessons of fundamental movement skills to normal PE.
Kids with developmental coordination disorder joined the classes alongside peers.
What they found
After the eight lessons, the children moved better and enjoyed PE more.
The gains in skill and happiness were still visible one year later.
How this fits with other research
Taylor et al. (2017) tried the same age group but mixed confidence coaching with motor drills. They saw no extra benefit, showing that pure movement practice is enough.
Giagazoglou et al. (2015) used trampolines instead of FMS and also saw better balance. The tool changes, but the core idea—structured school practice—holds.
Sánchez-Matas et al. (2024) moved the concept down to preschool. Their 27-session program lifted both real and felt competence, proving the approach extends to younger kids.
Why it matters
You can copy this program tomorrow. Pick eight key skills like jumping and catching. Teach them in short, clear chunks during regular PE. Track fun with a quick smiley-face scale. The study says you do not need extra gear or staff—just forty focused minutes a week to give kids with coordination delays a lasting boost.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →Slot one new FMS station—like two-foot hops over low cones—into today’s PE warm-up and praise first-trial attempts.
02At a glance
03Original abstract
BACKGROUND: Children with developmental coordination disorder (DCD) have lower physical activity (PA) than children with typical development (TD). PA and fundamental movement skills (FMS) are positively associated so interventions that promote FMS of children with DCD are recommended. AIM: To examine the effects of a school-based FMS training program on motor functions, PA and other psychological outcomes. METHODS AND PROCEDURES: A total of 131 primary children were allocated to FMS training groups (DCD-FMS n = 35, TD-FMS n = 29), which received FMS training (eight weekly 40-min sessions), or to control groups (DCD-C n = 34, TD-C n = 33), which received conventional physical education lessons. Outcome measures, including accelerometer-assessed PA, motor functions, and self-perceived competence and enjoyment, were measured at baseline, 1-week (immediate effect), 3-months (short-term effect) and 12-months (longer-term effect) after the intervention. OUTCOMES AND RESULTS: FMS training resulted in improved FMS proficiency and increased PA and enjoyment of activity participation in children. In particular, the DCD-FMS group reported greater enjoyment over time. Some effects were also evident for both short- and longer-term. CONCLUSIONS AND IMPLICATIONS: The findings suggest that a school-based FMS training program has the potential to promote physical and psychological health in children with DCD in the long run.
Research in developmental disabilities, 2019 · doi:10.1016/j.ridd.2019.03.004