Fundamental Movement Skill Development in Children With Intellectual Disabilities: An 8-Week Coach-Led and Parent-Supported Intervention

Background: Given the heightened risk of poor motor skill development in children with intellectual disabilities, fundamental movement skill (FMS) interventions have become a critical approach for improving their motor competence, aiming to bridge the proficiency gap and mitigate the negative health outcomes associated with motor skill deficits. Method: This study evaluated the effectiveness of an 8-week intervention designed to improve the FMS proficiency of children with intellectual disabilities (n = 82) across three conditions, with active involvement of both trained coaches (n = 23) and parents (n = 16). Participants were assessed using TGMD-3 and BOT-2. Parents completed bi-weekly check-ins to report on adherence. Results: Compared with the control group, children in the FMS + Parents condition demonstrated significant improvements in object control skills, from pre to post-intervention. Conclusions: Parents play a crucial role in the FMS development of children with intellectual disabilities with improvements seen in just 8 weeks.