Effects of Video-Guided Active Breaks on Motor Competence of Schoolchildren with Special Education Needs

TL;DR

A school-based active break program improved motor skills in children with special needs, showing it can be an effective way to boost physical abilities.

Contribution

This study demonstrates the effectiveness of a video-guided active break program in improving motor competencies in children with special educational needs.

Findings

The experimental group showed significant improvements in object control, jumping, and running abilities.

The program was feasible and effective in enhancing motor skills in children with special educational needs.

Abstract

Background: The development of motor competencies in childhood can enhance the trajectory of physical activity throughout life. However, few studies have examined the effects of physical activity programs on motor competencies in schoolchildren with special educational needs. Aim: Our aim was to analyze the effects of a video-guided active break program on motor competencies in schoolchildren aged 6 to 10 years with special educational needs. Methods: A prespecified subanalysis of a multicenter randomized controlled trial was conducted with a sample of 161 schoolchildren (7.8 ± 1.1 years, 32% girls) with special educational needs from five public schools in Chile. Participants were assigned to a control group (CG, n = 85) with no active breaks or an experimental group (EG, n = 76) with active breaks. A 12-week video-guided active break program was implemented in the classroom twice daily, five days per week. The intervention was delivered via a web-based platform. Basic motor competencies were assessed using the MOBAK 1–2 and MOBAK 3–4 tests. Results: A significant time × group interaction was found for object control, F(1154) = 11.365, p < 0.001, η2p = 0.011; jumping, F(1154) = 11.047, p = 0.001, η2p = 0.067; and running, F(1154) = 4.881, p = 0.029, η2p = 0.031. These results indicate that the experimental group showed significantly greater improvements in object control, jumping, and running abilities compared to the control group. Conclusions: The active break program significantly improved motor skills in schoolchildren with special educational needs. The program proved to be both feasible and effective in enhancing students’ motor competencies. School-based guided active break programs may play a role in promoting motor competencies among schoolchildren with special educational needs. Clinical Trial ID NCT06423404

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