Research in developmental disabilities · 2026
Enhancing motor skills through a mindfulness-based program in adolescents with intellectual and developmental disabilities: A randomized controlled trial.
СтатьяРандомизированное исследованиеНазвание и аннотация: Перевод в очереди
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Ben Mansour Nesrine, Jarraya Sana, Masmoudi Liwa, Abdelkefi Ichrak, Jallalli Dorra, Dahmen Riadh
Аннотация
OBJECTIVES: This single-site randomized controlled trial evaluated the effects of an 8-week mindfulness program on motor performance in adolescents with intellectual and developmental disabilities (IDD).
METHOD: A total of forty-seven male participants (mean age: 15.49 ± 0.51 years; mean weight: 61.79 ± 4.19 kg; mean height: 172.53 ± 2.8 cm) were recruited and randomly assigned to one of three groups: a mindfulness group (MG; n = 15), a physical activity group (PAG; n = 16), and a control group (CG; n = 16). The intervention consisted of 16 sessions, lasting 30 min for the MG and 45 min for the PAG, while the CG received no intervention. Motor skills were assessed at baseline (T0) and after the 8-week intervention (T1) using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition Short Form (BOT-2 SF).
RESULTS: Following the intervention, the MG showed significant improvements across (1) fine motor precision (p < 0.001), (2) fine motor integration (p < 0.001), (3) manual dexterity (p < 0.001), (4) bilateral coordination (p = 0.002), (5) balance (p = 0.001), (6) running speed and agility (p < 0.001), (7) upper-limb coordination (p < 0.001) and (8) strength (p < 0.001).
CONCLUSIONS: Mindfulness practice is an effective, accessible, and low-cost method to improve motor performance in adolescents with IDD, and its integration into school and therapeutic settings supports their physical development and inclusion.
METHOD: A total of forty-seven male participants (mean age: 15.49 ± 0.51 years; mean weight: 61.79 ± 4.19 kg; mean height: 172.53 ± 2.8 cm) were recruited and randomly assigned to one of three groups: a mindfulness group (MG; n = 15), a physical activity group (PAG; n = 16), and a control group (CG; n = 16). The intervention consisted of 16 sessions, lasting 30 min for the MG and 45 min for the PAG, while the CG received no intervention. Motor skills were assessed at baseline (T0) and after the 8-week intervention (T1) using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition Short Form (BOT-2 SF).
RESULTS: Following the intervention, the MG showed significant improvements across (1) fine motor precision (p < 0.001), (2) fine motor integration (p < 0.001), (3) manual dexterity (p < 0.001), (4) bilateral coordination (p = 0.002), (5) balance (p = 0.001), (6) running speed and agility (p < 0.001), (7) upper-limb coordination (p < 0.001) and (8) strength (p < 0.001).
CONCLUSIONS: Mindfulness practice is an effective, accessible, and low-cost method to improve motor performance in adolescents with IDD, and its integration into school and therapeutic settings supports their physical development and inclusion.