Constraints-led traditional game-based adaptive physical education for fundamental movement skills in children with mild intellectual disabilities

Addriana Bulu Baan; Didik Purwanto; Gunawan Gunawan; Andi Saparia; Humaedi Humaedi; Hendriana Sri Rejeki; Tri Murtono

doi:10.32698/03512

Constraints-led traditional game-based adaptive physical education for fundamental movement skills in children with mild intellectual disabilities

Addriana Bulu Baan⁽¹⁾, Didik Purwanto⁽²⁾, Gunawan Gunawan⁽³⁾, Andi Saparia⁽⁴⁾, Humaedi Humaedi⁽⁵⁾, Hendriana Sri Rejeki⁽⁶⁾, Tri Murtono⁽⁷⁾,
(1) Physical Education, Health, and Recreation Study Program, Universitas Tadulako, Palu, Indonesia

Indonesia
(2) Physical Education, Health, and Recreation Study Program, Universitas Tadulako, Palu, Indonesia

Indonesia
(3) Physical Education, Health, and Recreation Study Program, Universitas Tadulako, Palu, Indonesia

Indonesia
(4) Physical Education, Health, and Recreation Study Program, Universitas Tadulako, Palu, Indonesia

Indonesia
(5) Physical Education, Health, and Recreation Study Program, Universitas Tadulako, Palu, Indonesia

Indonesia
(6) Physical Education, Health, and Recreation Study Program, Universitas Tadulako, Palu, Indonesia

Indonesia
(7) Physical Education, Health, and Recreation Study Program, Universitas Tadulako, Palu, Indonesia

Indonesia

Corresponding Author

DOI : https://doi.org/10.32698/03512

Full Text:

Language : en

Abstract

Children with intellectual disabilities (ID) commonly experience delays in fundamental movement skills (FMS), while evidence on culturally grounded adaptive physical education in Indonesian special schools remains limited. This study examined the effects of a Central Sulawesi traditional-games programme, guided by Newell’s constraints model, on FMS in children with mild ID. A pre-experimental, single-group pretest–posttest design involved 23 children aged 7–10 years at SLB ABCD Muhammadiyah Palu, selected through total sampling. Participants completed 10 adaptive physical education sessions using mongalas, nobangan, and hadang, with modified rules, distances, equipment, and playing areas. FMS were assessed using the Test of Gross Motor Development-2 (TGMD-2), and data were analysed using a paired t-test supported by a Wilcoxon signed-rank test. Mean FMS scores increased from 42.35 (SD = 8.43) to 58.35 (SD = 10.02), representing a mean gain of 16.00 points (95% CI [15.23, 16.77]). The improvement was statistically significant, t(22) = 43.02, p < 0.001, with a large effect size (Cohen’s dₐᵥ = 1.73), and all participants improved. These findings provide preliminary evidence that culturally relevant traditional games may support FMS development in children with mild ID and offer a practical application of Newell’s constraints model in adaptive physical education. However, the absence of a control group limits causal inference, and controlled studies are needed to establish programme effectiveness.

Keywords

Adaptive physical education, Fundamental movement, Intellectual disability, TGMD-2, Traditional games

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