The effect of a motor intervention programme for learners identified with moderate to severe intellectual disabilities

Background: Intellectual disabilities (ID) cause problems in intellectual and adaptive functioning which negatively affect motor proficiency levels.

Aim: This study investigates the impact of a motor intervention programme on the motor proficiency levels of learners identified with moderate to severe ID.

Method: A quasi-experimental design was used to recruit participants which included 46 learners aged 15-17 years, identified with moderate to severe ID, selected from a South African special school. Participants were randomly divided into two groups. The 15 experimental learners received a 30-minute motor intervention programme, 3 times a week for a period of 6 weeks, whereas the 23 control learners continued with their normal physical education classes. Groups were assessed using the Bruininks-Oseretsky Test of Motor Proficiency, second edition (BOT-2) Brief Form.

Results: The motor intervention programme significantly improved the total scores (p = 0.0380) and the overall motor proficiency levels (p = 0.0447) of the experimental group.

Conclusions: This study reveals evidence that a motor intervention programme can be used as an effective means to improve the motor proficiency levels of learners with moderate to severe ID.

Implications: A motor intervention should be implemented as soon as possible to enhance the motor proficiency levels of these learners.