Universally Designed Motor Skill Intervention for Children with and without Disabilities

The Effects of an Integrative, Universally Designed Motor Skill Intervention for Young Children With and Without Disabilities

“…One gross motor skill intervention that has a history of strong success in schoolbased settings is the Successful Kinesthetic Instruction for Preschoolers (SKIP) program (Altunsöz & Goodway, 2016;Brian & Taunton, 2018;Brian et al, 2017aBrian et al, , 2017bGoodway & Branta, 2003). Taunton et al (2017) applied the UDL principles with the existing SKIP intervention to create a universally designed motor skill intervention (SKIP-UDL) for children with and without mild disabilities. SKIP-UDL was deemed highly effective (η 2 = .67) in increasing gross motor skills of children with and without disabilities in an inclusive school-based setting (Taunton et al, 2017).…”

“…School-based interventions with a purpose to improve only gross motor skills, associated with motor competency, are quite prevalent (Logan et al, 2012). Gross motor skill intervention studies generate powerful effects for children without disabilities in school-based settings (η 2 = .61 [Brian et al, 2017a[Brian et al, , 2017b; η 2 = .67 [Taunton et al, 2017]; η 2 = .73 [Robinson & Goodway, 2009]). However, to our knowledge, few researchers have examined the effects of gross motor skill interventions in children both with and without disabilities in school-based settings (Taunton et al, 2017;Valentini & Rudisill, 2004a, 2004b.…”

“…Gross motor skill intervention studies generate powerful effects for children without disabilities in school-based settings (η 2 = .61 [Brian et al, 2017a[Brian et al, , 2017b; η 2 = .67 [Taunton et al, 2017]; η 2 = .73 [Robinson & Goodway, 2009]). However, to our knowledge, few researchers have examined the effects of gross motor skill interventions in children both with and without disabilities in school-based settings (Taunton et al, 2017;Valentini & Rudisill, 2004a, 2004b. Within these few interventions, only Taunton et al reported the effect size of the intervention, η 2 = .67.…”

“…Universally designed interventions are effective when solely targeting gross motor skills in school-based settings (Taunton et al, 2017). However, to our knowledge, no studies have featured an integrative approach with multiple aspects of motor development (e.g., motor competency and proficiency, health-related fitness, and fine motor skills) using the foundational components of UDL (multiple means of representation, action, expression, and engagement) as framework for intervention with children both with and without disabilities.…”

Exploration: an overarching focus for holistic development

“…72 When children of varying needs and abilities engage collaboratively in inclusive movement experiences that promote embodied exploration in various contexts, 73,74 all children can "learn" and thrive. 75 Thus, identifying contextual factors that foster inclusion and equity, and their impact on socioemotional, cognitive, and motor domains is critical. 76 Transitioning from exclusive into inclusive pedagogical practice will help overcome one of the main challenges to intervention -how to encourage teachers/practitioners/coaches to do more than simply set up a separate activity for the so-called 'disabled' child.…”