Can balance trampoline training promote motor coordination and balance performance in children with developmental coordination disorder?

Giagazoglou et al. (2015) built a 12-week balance circuit inside a regular public school. One station was a mini-trampoline. Kids with developmental coordination disorder used it twice a week during PE class.

The team compared these kids to classmates who kept the normal PE program. They measured static balance and trampoline skills before and after the term.

The trampoline group stood steadier and jumped higher after the 12 weeks. Control kids did not improve. The gains were large enough that teachers noticed better playground balance.

No extra staff or gear beyond the trampoline were needed.

Hui-Ang et al. (2019) ran a similar school program but swapped the trampoline for fundamental-movement-skill games. Both studies found clear motor gains, so the key is structured practice, not the exact toy.

Jarus et al. (2015) seems to disagree. They saw no boost from external-focus cues during a quiet tracking task. Paraskevi’s kids, however, jumped better with simple "look at the ceiling" hints. The tasks differ: quiet tracking is implicit, while jumping is obvious and fun. Cue type matters less when the task is clear and exciting.

Sánchez-Matas et al. (2024) stretched the idea downward. They gave 4- to 6-year-olds a movement program without trampolines and still saw lasting gains. Together, the papers say: start balance training early, keep it playful, and the tool can change.

You can copy this circuit tomorrow. Wheel a mini-trampoline to the corner of the gym. Add 30-second jump-and-stick landings between bean-bag stations. Kids with DCD get better balance without pulling them out of class. Use external cues like "reach for the balloon" to sharpen jumps. Two short stations, twice a week, fit inside regular PE.