Effects of Video-Guided Active Breaks on Motor Competence of Schoolchildren with Special Education Needs
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 ana...
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MDPI AG
2025-06-01
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| author | Alejandra Robles-Campos Daniel Reyes-Molina Karen Kracht-Suazo Igor Cigarroa Jaime Cárcamo-Oyarzun Nicolas Martinez-Lopez Margarita Perez-Ruiz Alberto Grao-Cruces Jorge Mota Alberto Ruiz-Ariza Fernando Muñoz Hinrichsen Guillermo García-Pérez-de-Sevilla Carlos Celis-Morales Rafael Zapata-Lamana |
| author_facet | Alejandra Robles-Campos Daniel Reyes-Molina Karen Kracht-Suazo Igor Cigarroa Jaime Cárcamo-Oyarzun Nicolas Martinez-Lopez Margarita Perez-Ruiz Alberto Grao-Cruces Jorge Mota Alberto Ruiz-Ariza Fernando Muñoz Hinrichsen Guillermo García-Pérez-de-Sevilla Carlos Celis-Morales Rafael Zapata-Lamana |
| author_sort | Alejandra Robles-Campos |
| collection | DOAJ |
| description | 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, <i>n</i> = 85) with no active breaks or an experimental group (EG, <i>n</i> = 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, <i>F</i>(1154) = 11.365, <i>p</i> < 0.001, η<sup>2</sup><sub>p</sub> = 0.011; jumping, <i>F</i>(1154) = 11.047, <i>p</i> = 0.001, η<sup>2</sup><sub>p</sub> = 0.067; and running, <i>F</i>(1154) = 4.881, <i>p</i> = 0.029, η<sup>2</sup><sub>p</sub> = 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 |
| format | Article |
| id | doaj-art-7c3e8bdb03824fe8b1bf07e40a64ff15 |
| institution | DOAJ |
| issn | 2227-9067 |
| language | English |
| publishDate | 2025-06-01 |
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| series | Children |
| spelling | doaj-art-7c3e8bdb03824fe8b1bf07e40a64ff152025-08-20T02:45:45ZengMDPI AGChildren2227-90672025-06-0112782010.3390/children12070820Effects of Video-Guided Active Breaks on Motor Competence of Schoolchildren with Special Education NeedsAlejandra Robles-Campos0Daniel Reyes-Molina1Karen Kracht-Suazo2Igor Cigarroa3Jaime Cárcamo-Oyarzun4Nicolas Martinez-Lopez5Margarita Perez-Ruiz6Alberto Grao-Cruces7Jorge Mota8Alberto Ruiz-Ariza9Fernando Muñoz Hinrichsen10Guillermo García-Pérez-de-Sevilla11Carlos Celis-Morales12Rafael Zapata-Lamana13Escuela de Educación, Universidad de Concepción, Los Ángeles 4451032, ChileEscuela de Kinesiología, Facultad de Salud, Universidad Santo Tomás, Los Ángeles 4441171, ChileEscuela de Kinesiología, Facultad de Salud, Universidad Santo Tomás, Los Ángeles 4441171, ChileEscuela de Kinesiología, Facultad de Ciencias de la Salud, Universidad Católica Silva Henríquez, Santiago 8330225, ChileCIAM Physical Literacy Research Centre, Faculty of Education, Social Science and Humanities, Universidad de La Frontera, Temuco 4811230, ChileDepartment of Physical Education, Universidad de La Frontera, Temuco 4811230, ChileImFINE Research Group, Department of Health and Human Performance, Universidad Politécnica de Madrid, 28040 Madrid, SpainGALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, 11510 Puerto Real, SpainResearch Centre in Physical Activity, Health and Leisure (CIAFEL), Faculty of Sport, University of Porto (FADE-UP), 4050-313 Porto, PortugalFaculty of Educational Sciences, University of Jaén, 23071 Jaén, SpainLaboratorio de Actividad Física, Salud y Rendimiento Humano, Departamento de Kinesiología, Universidad Metropolitana de Ciencias de la Educación, Santiago 7780450, ChileDepartment of Physiotherapy, Faculty of Medicine, Health, and Sports, European University of Madrid, 28670 Madrid, SpainBHF Glasgow Cardiovascular Research Centre, Institute of Cardiovascular and Medical Science, University of Glasgow, Glasgow G12 8TA, UKEscuela de Educación, Universidad de Concepción, Los Ángeles 4451032, ChileBackground: 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, <i>n</i> = 85) with no active breaks or an experimental group (EG, <i>n</i> = 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, <i>F</i>(1154) = 11.365, <i>p</i> < 0.001, η<sup>2</sup><sub>p</sub> = 0.011; jumping, <i>F</i>(1154) = 11.047, <i>p</i> = 0.001, η<sup>2</sup><sub>p</sub> = 0.067; and running, <i>F</i>(1154) = 4.881, <i>p</i> = 0.029, η<sup>2</sup><sub>p</sub> = 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 NCT06423404https://www.mdpi.com/2227-9067/12/7/820physical activitymotor skillsspecial educationpublic schools |
| spellingShingle | Alejandra Robles-Campos Daniel Reyes-Molina Karen Kracht-Suazo Igor Cigarroa Jaime Cárcamo-Oyarzun Nicolas Martinez-Lopez Margarita Perez-Ruiz Alberto Grao-Cruces Jorge Mota Alberto Ruiz-Ariza Fernando Muñoz Hinrichsen Guillermo García-Pérez-de-Sevilla Carlos Celis-Morales Rafael Zapata-Lamana Effects of Video-Guided Active Breaks on Motor Competence of Schoolchildren with Special Education Needs Children physical activity motor skills special education public schools |
| title | Effects of Video-Guided Active Breaks on Motor Competence of Schoolchildren with Special Education Needs |
| title_full | Effects of Video-Guided Active Breaks on Motor Competence of Schoolchildren with Special Education Needs |
| title_fullStr | Effects of Video-Guided Active Breaks on Motor Competence of Schoolchildren with Special Education Needs |
| title_full_unstemmed | Effects of Video-Guided Active Breaks on Motor Competence of Schoolchildren with Special Education Needs |
| title_short | Effects of Video-Guided Active Breaks on Motor Competence of Schoolchildren with Special Education Needs |
| title_sort | effects of video guided active breaks on motor competence of schoolchildren with special education needs |
| topic | physical activity motor skills special education public schools |
| url | https://www.mdpi.com/2227-9067/12/7/820 |
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