Effects of a School-Based Physical Activity Intervention on Children with Intellectual Disability: A Cluster Randomised Trial
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Importance
Young people living with disability have poorer health outcomes than their typically developing peers. They are less physically active and at increased risk of chronic disease. Teacher-led, whole-of-school physical activity interventions are promising levers for population-level change, but are seldom tested among children with disability.
Objective
To evaluate the effect of a blended teacher-professional learning program (online and in-person) on fundamental movement skills among children with disability.
Design, Setting, and Participants
In this cluster randomised clinical trial, we randomised 20 government-funded primary schools, including 238 consenting students between Grades 2-5. Ten schools received the blended teacher-professional learning intervention and 10 received the control intervention. The professional learning was designed to support teachers as they implemented a whole-of-school intervention designed to enhance fundamental movement skills and increase physical activity levels. Recruitment and baseline assessments occurred in 2020. Research assistants, blinded to treatment allocation, completed follow-up outcome assessments at 21 months.
Interventions
The school-based intervention was mostly online learning for teachers, followed by one lesson observation from a project mentor and one from a peer. Between one and three teachers also met quarterly with the mentor to plan whole-of-school strategies to promote activity.
Main Outcomes and Measures
Test of Gross Motor Development-3 test of fundamental movement skill competency. Secondary outcomes were self-concept, enjoyment, wellbeing, 300-yard run time, and accelerometer-measured physical activity.
Results
We found no significant group-by-time effects for the primary outcome (fundamental movement skill competency: b = 1.07 [95% CI -3.70, 5.84], p = .658) or any of the secondary outcomes. About half the teachers assigned to the training completed the modules.
Conclusions and Relevance
In this study, a school-based intervention did not improve children’s fundamental movement skill competency or any other outcomes. Results may be attenuated by the disruptive effects of the COVID-19 pandemic due to reduced teacher participation and delayed post-test measurement. Alternatively, low intensity teacher-professional learning interventions may not be enough to improve motor competence or physical activity among children with intellectual disability.
Key Points
Question
Does a blended-learning intervention for teachers improve fundamental movement skills among children with intellectual disability?
Findings
In this cluster randomised clinical trial of 20 schools and 238 children, a blended teacher-professional learning intervention did not improve fundamental movement skill competency at 21 months.
Meaning
Given similar programs increased outcomes among typically developing children, results of this randomised clinical trial suggest different models are needed to support children with disability.
