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Hybrid program based on virtual and real games increases fundamental movement skills in children with intellectual disability: a quasi-experimental study
Regaieg G, Sahli S, Kermarrec G
Adapted Physical Activity Quarterly 2021 Oct;38(4):626-642
clinical trial
5/10 [Eligibility criteria: Yes; Random allocation: Yes; Concealed allocation: No; Baseline comparability: Yes; Blind subjects: No; Blind therapists: No; Blind assessors: Yes; Adequate follow-up: No; Intention-to-treat analysis: No; Between-group comparisons: Yes; Point estimates and variability: Yes. Note: Eligibility criteria item does not contribute to total score] *This score has been confirmed*

The purpose of this study was to examine the effects of two pedagogical strategies in adapted physical education (hybrid virtual/real versus conventional) on fundamental movement skills (FMS) in children with intellectual disability age 7 to 10 years. Children with intellectual disability (N = 24) were randomly assigned to either the hybrid (experimental group) or the conventional (control group) group and were evaluated across 10 weeks. The hybrid program was based on virtual and real game situations, while the conventional program was based on adapted sports. FMS were evaluated using the Test of Gross Motor Development-2 at pre- and postprogram for both groups. Both programs significantly improve locomotor skills, with significantly better improvement in the experimental group. However, a significant improvement was observed only among the experimental group for object-control skills and gross motor quotient. Based on these results, a hybrid program may be considered for FMS improvement.
Copyright Human Kinetics. Reprinted with permission from Human Kinetics (Champaign, IL).

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