Comparing the fundamental movement skill proficiency of children with intellectual disabilities and typically developing children: a systematic review and meta‐analysis

Abstract

BackgroundChildren around the world, particularly those with intellectual disabilities (ID), are exhibiting poor motor skill proficiency. Compared with typically developing children (TDC), children with intellectual disabilities (CwID) are 65% more likely to exhibit low levels of motor competence. The purpose of this meta‐analysis was to compare the motor skill proficiency levels, in terms of fundamental movement skills (FMS) of CwID to TDC. FMS are the building blocks required for lifelong participation in sport and physical activity.MethodThe meta‐analysis was conducted according to PRISMA statement guidelines. 6 electronic databases were searched and 16, 679 studies were found. A total of 26 studies (total participants n = 3,525) met the inclusion criteria. A multivariate maximum likelihood multivariate random effects model was fitted to the data using the metafor package in R.ResultsThe study showed that the standardised mean difference (Hedges' g) in FMS between TDC and CwID is large (g = 1.24; CI 95% [.87, 1.62]). Specifically, significant differences between the two groups emerged in all five outcomes: (1) total locomotor score, (2) total object manipulation score, (3) balance, (4) run skill and (5) throw skill.ConclusionsFurther investigation into effective intervention strategies is required in order to reduce the magnitude of difference in motor skill proficiency between the two groups. In addition to developing, implementing and evaluating these interventions, researchers need to work hand in hand with national governing bodies (NGB) of sport and policy makers to ensure that teachers and coaches are being provided with opportunities to upskill in the area of FMS.

Can Special Olympics coaches accurately report on the motor competence of children with intellectual disabilities?

“…Additionally, Bolger et al (2018) recommended the introduction of annual formal assessments of FMS for children in primary schools to monitor motor competence over time, as seen in many countries across Europe. This idea could potentially be implemented by trained coaches in community sports clubs with support from volunteers or parents, particularly for children with intellectual disabilities who have exceptionally low motor competence (Kavanagh et al, 2023). These assessments would provide encouragement to sports coaches to develop and improve the motor competence of children with intellectual disabilities, enable coaches to track the progress of each child in their session, as well as highlight to parents' particular skills which require continued work and development (Bolger et al, 2018).…”

“…Identifying movement deficiencies and implementing interventions to target these weaknesses during the childhood years is invaluable to helping establish lifelong engagement in sport and physical activity (Ward et al, 2020), particularly for children with intellectual disabilities who exhibit low levels of FMS performance which can impact quality of life (Kavanagh et al, 2023). FMS assessment therefore plays an important role in helping practitioners and researchers to understand movement skill proficiency as well as informing interventions (Barnett et al, 2009; Logan et al, 2015; Ward et al, 2020).…”

“…FMS encapsulates three categories of movements including locomotor (e.g., skipping, running), ball skills (e.g., throwing, catching) and balance (e.g., dynamic and static stability) (Barnett, Stodden, et al, 2016; Logan et al, 2018). Despite the positive benefits associated with higher levels of motor competence, the literature frequently reports that children with intellectual disabilities consistently demonstrate low proficiency in FMS (Kavanagh et al, 2023; Maïano et al, 2019). The condition of an intellectual disability is characterised by limitations in both intellectual functioning and adaptive behaviour, this disability is diagnosed before an individual reaches 22 years of age (Boat and Wu, 2015).…”

Association between Fundamental Movement Skills and Accelerometer-Measured Physical Activity in Orphan Children with Severe Intellectual Disabilities

“…They also have functional di culties during walking and other locomotor movement forms (e.g., single-leg jump, sliding). A recent systematic review and meta-analysis by Kavanagh et al (2023) [15] showed that the standardized mean difference in FMS between typically developing children and children with ID is large, especially for the total locomotor score, object control score, balance, and running and throwing skills. They also exhibit lower manual dexterity related to motor control of the hand, including brushing their teeth and tying their shoe laces [16].…”

Comparing fine motor performance among young children with autism spectrum disorder, intellectual disability, attention-deficit/hyperactivity disorder, and specific developmental disorder of motor function

“…It has been found that developmental disabilities such as ID, ASD, and ADHD often co-occur ( 7 ). Recent studies show that children with developmental disabilities have below-average fine motor skills compared to their age group ( 4 , 5 ). Children with developmental disabilities also tend to have more motor impairments than typically developing (TD) children ( 4 , 5 ).…”