Motor Proficiency Research Articles

How Does a 12-Week Physical Exercise Program Affect the Motor Proficiency and Cognitive Abilities of Overweight and Normal-Weight Preschool Children?

The objective of this research was to examine a 12-week exercise program and its impact on the motor proficiency and cognitive abilities of preschool children with overweight and normal weight. The study involved a total of 71 participants who were preschool children enrolled in a longitudinal study. Body mass index (BMI) was determined by measuring body height and weight, and the nutritional status of the children was assessed using the World Health Organization's (WHO) criteria. Motor proficiency encompasses both motor abilities and motor skills, and the assessment of motor abilities was conducted using subtests from the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2). These subtests measured fine motor integration, manual dexterity, balance, and bilateral coordination. The evaluation of motor skills involved the utilization of the Test of Gross Motor Development (TGMD-2), which examines both locomotor skills and manipulative skills. Cognitive abilities were assessed using the School Maturity Test (TZS). All participants, regardless of weight status, took part in a 12-week physical exercise program. According to the World Health Organization's criteria, 52 children (73.2%) were categorized as having a normal weight, while 19 children (26.8%) were classified as overweight. These findings indicate that every fourth child in the study was overweight. Using a statistical analysis called SPANOVA (2 × 2, group × time), differences were observed in three out of eleven variables. Specifically, there were significant differences in two motor skill variables: manipulative skills (p = 0.006) and total movement skills (p = 0.014). Additionally, there was a significant difference in one cognitive ability variable: visual memory (p = 0.010). No significant differences were found in the remaining variables. The findings of this study aimed to contribute to the understanding of the potential benefits of regular exercise on motor and cognitive development in preschool children, specifically examining the differences between overweight and normal-weight children. By investigating these effects, the study could provide valuable insights for educators, parents, and health professionals involved in promoting the overall well-being of preschool-aged children. Regular physical exercise has been found to have positive effects on motor and cognitive abilities in both overweight and normal-weight preschool children.

The relationships between language, functional hearing, social, and motor development skills in children with early cochlear implants

PurposeThe purpose of this study was to investigate the relations between functional hearing, language, social, bilateral coordination and manual dexterity skills in children with early cochlear implants (CIs).MethodsThirty children with CIs were included in this study. The manual dexterity and bilateral coordination development of the participants were evaluated with Manual Dexterity and Bilateral Coordination subtests of Bruininks-Oseretsky Motor Proficiency-2 (BOT-2). Their language skills were assessed by the Test of Early language Development-3. To assess the functional hearing of participants the Functioning After Pediatric Cochlear Implantation scale (FAPCI) was administered their caregivers. Also, the Social Skills Evaluation Scale was administered to participants’ teachers to asses their social skills.ResultsThere were significant correlations between participants’ receptive and expressive language skills, Manual Dexterity, and FAPCI scores (p < 0.05). There were also significant relationships between the SSES and FAPCI scores of the participants (p < 0.05). However, the Bilateral Coordination subtest did not show any significant correlation with any of the measurements (p > 0.05).ConclusionThe results suggest that the language, manual dexterity and functional hearing abilities of children with CIs are closely related. Although, there were no significant correlations between all of the measurement, it is important to look beyond hearing and speech evaluations to assess the whole child.

Montage Mastery Revolutionizes Global Children's Motor Skills

This study examines the effectiveness of Pictorial Montage activities in enhancing fine motor skills among 5-6-year-old children in group B. Conducted through Classroom Action Research (CAR) with iterative cycles, the research involved 11 students from TK Tunas Bangsa Sukodono. Data collection included observation, interviews, and documentation. Results showed a gradual increase from 47% in pre-cycle to 90.1% in cycle II, indicating success in improving fine motor skills. These findings underscore the importance of engaging methods like Pictorial Montage for effective motor skill development in early childhood education. Highlight: Montage enhances motor skills in children. Iterative CAR method for skill assessment. Notable improvement in fine motor proficiency. Keyword: Fine motor skills, Pictorial Montage, Early childhood education, Classroom Action Research, Skill enhancement

Assessing Long-Term Neurologic Outcomes in SAMD9L-Related Ataxia-Pancytopenia Syndrome.

Most published reports on SAMD9L-related ataxia-pancytopenia syndrome (ATXPC) have emphasized the hematologic findings. Fewer details are known about the progression of neurologic manifestations and methods for monitoring them. We present six individuals from two families transmitting a heterozygous variant in SAMD9L, exhibiting clinical variations in their hematologic and neurologic findings. Serial motor function testing was used to monitor motor proficiency over a 2 to 3 year period in the proband and his father from Family 1. Our case series focuses on the neurologic progression in patients with heterozygous variants in SAMD9L. Patients with ATXPC should be followed to evaluate a wide range of neurologic manifestations. Serial motor function testing using a standardized method is helpful to track changes in balance and coordination in children and adults with ATXPC and could aid in a future extended natural history study.

An Examination of the Effectiveness of Ballet on Gross Motor Function in Children with Intellectual Developmental Disabilities

The purpose of this study was to examine how ballet could be used as a form of therapy to improve gross motor function in children with intellectual developmental disabilities (IDDs). Fourteen participants (ages 4-12, 10 males, 4 females) who were enrolled in Monday and Friday camp days at ABC Educational Services, Inc. Stimulation School Summer Camp were included in the study. Participants completed the Bruininks-Oseretsky Test of Motor Proficiency, 2nd Edition (BOT-2) during the first week of the intervention. For the following six weeks, participants engaged in thirty-minute ballet classes twice a week. During week eight of the intervention participants completed the BOT-2 test a second time. The results indicated that children with a suspected IDD did not consistently score below average on the BOT-2. Additionally, statistically significant correlations between ballet instruction and gross motor proficiency were not found. Further studies should be done to continue to examine the relationship between ballet and gross motor function.

Nature-Based or Traditional Kindergarten to Develop Fundamental Motor Skills? A Pilot Study

Environmental characteristics of kindergartens are important for the development of kindergarten-aged children. However, knowledge of the role of kindergarten play environments in developing children’s fundamental movement skills is limited. A pilot study was carried out to compare the fundamental movement skills of 3.5- to 5-year-old children in two kindergarten groups. One group had access to a traditional playground, an indoor room for active play, and had weekly trips. The other group had access to a nature-based playground. Fundamental movement skills were measured using the short form of the Bruininks-Oseretsky Test of Motor Proficiency, second edition test. In total, 28 children participated—11 children attended the kindergarten group with the traditional playground, and 17 children attended the kindergarten group with the nature-based playground. The total test score was 14.64 for children with access to a traditional playground and 16.71 for children with access to a nature-based playground. However, no statistically significant difference between the groups in total test score and the individual tests was found. It might be that space and diversity of features are more important than exposure to nature. In future research, more robust longitudinal studies with larger samples are required to investigate different kindergarten playground designs and environmental features related to motor skill development.

Effects of adapted physical activity on the motor development of children with mild intellectual disability

Objectives This study examined the effects of twenty-four weeks of long-term adapted physical activities (APA) on the motor development of children with intellectual disability (ID). Methods Twenty-one children with mild ID were included in this study. The Bruininks-Oseretsky Motor Proficiency Test-Second Edition (BOT-2) long form was used to measure motor proficiency. Pre-test data were obtained at the beginning of the study. The children in the experimental group participated in the APA for twenty-four weeks. Children in the control group were excluded. After twenty-four weeks, post-test measurements were performed for both groups. another twenty-four weeks passed without APA, and a retention test was conducted in the experimental group. All data were analyzed. Results The results showed APA increased motor proficiency in the experimental group. However, the retention test scores showed a decrease in the motor proficiency of the experimental group if APA was not maintained. Conclusions Regular APA improved motor development in children with mild ID, but the skills regressed when activities were discontinued.

Investigation of the impact of Covid-19 pandemic in motor and visuomotor performance of Brazilian schoolchildren

Motor skills are important for building autonomy in daily life activities and school activities, being acquired through lived experiences and neurocognitive maturation. However, with the pandemic, there was a period of social restrictions. With the COVID-19 pandemic, Brazilian schoolchildren stopped attending school in person from March 2020 to July 2021. The effects of this change are still largely unknown, as the school is the main means of socialization, communication and to practice motor activities for many children. Therefore, this study aimed investigate, correlate and find predictors of gross and fine motor proficiencies and visual perception between pre- and post-pandemic schoolchildren. This was a cross-sectional study with a convenience sample. Forty schoolchildren participated in this study, being divided into groups GI (20 schoolchildren, from the 1st and 2nd grades, evaluated after remote teaching); GII (20 schoolchildren, paired with GI, in relation to sex and chronological age, being evaluated before the Pandemic). They underwent the procedures of motor Proficiency and visual perception development test. GI showed lower performance when compared to GII for motor and visual variables. No correlation was found between the motor and visual variables. Regression analysis explained 86.5% to 98.7% of the variance of motor performance. The visual variables of did not influence motor performance. Regression analysis explained between 75.8% and 96.7% of the variance of the visual performance. GI showed lower performance when compared to GII for motor and visual variables. The presence of several predictors for the classification of motor and visual performance suggests the presence of neurodevelopmental delay, which might be aggravated by social isolation resulting from the Pandemic, which must be seen as a warning sign for speech therapists and pedagogues.

Correlation between clinical measurement scales on gross motor function in children with spastic cerebral palsy

BackgroundChildren with cerebral palsy (CP) may have different gross motor impairments which in sequence affecting their life occupations. The purpose of the study is to investigate the correlation between Gross Motor Function Measurement-66 (GMFM-66), the test of Bruininks-Oseretsky Motor Proficiency (BOTMP), and the Peabody Developmental Motor Scale–Second Edition (PDMS-2) in young children with CP.MethodsA correlational study was applied on 50 children aged from 4 to 6 years (30 girls, 20 boys) with spastic CP.ResultsThe Pearson correlation coefficient between the GMFM scale and PDMS-2 motor quotients, and its subscales (stationary, locomotion, and object control) and also between GMFM and BOTMP gross motor quotients and its subscales (strength, agility, and body coordination) were statistically significant. Spearman’s coefficients between the grade of the Gross Motor Classification System (GMFCS) and the PDMS-2 Gross Motor Composite, BOTS-2, and its subscale results were also statistically significant.ConclusionThe three measurement scales, GMFM- 66, BOTS-2, and PDMS-2, are significantly related. Therefore, GMFCS is useful in predicting movement performance in children with CP and correlated with predictive guidance in treatment development.Trial registrationClinicalTrials.gov Identifier: NCT06124352.

The Effect of 8 Weeks of Exergame Training on Motor Proficiency of Children and Adolescents With Typical Development and Those With Developmental Coordination Disorder

Background and Aims Considering the motor and cognitive problems that arise following developmental coordination disorder (DCD), discovering new methods to deal with and reduce the adverse effects of this disorder is of particular importance. These people must promptly and effectively benefit from therapeutic and preventive interventions to improve their motor proficiency. This study aimed to investigate the effect of 8 weeks of exergame training on the motor proficiency of children and adolescents with typical development and those with developmental coordination disorders. Methods This quasi-experimental research employed a pretest-posttest and between-group approach. To conduct this research, 40 female students with an average age of 11.29-14.24 years were grouped into 4: healthy (10-12 years), healthy (13-15 years), DCD (10-12 years), and DCD (13-15 years). Students with suspected developmental coordination disorder were identified by their parents by completing the developmental coordination disorder questionnaire (DCD-Q-2). They were selected as the research sample of the DCD group using the MABC-2 test. Then, all subjects participated in the MABC-2 test in the pretest stage. Afterward, all groups played with the Nintendo console (4 games out of 12 games) for 8 weeks (24 Sessions), and each session lasted 20 minutes. After the intervention, all groups participated in the posttest phase, similar to the pretest. After confirming the normality of data distribution through the Kolmogorov-Smirnov test, we examined the research hypotheses and analyzed the data using the paired t test, combined multivariate analysis of variance, and Bonferroni post hoc test at a significance level of P≤0.05. Results The paired t test results showed a significant difference in the subscales of balance, aiming and receiving, manual skill, and motor proficiency between the two age groups of 10-12 and 13-15 years in DCD subjects; however, no significant difference was observed in the posttest scores of 10-12 and 13-15 years old healthy students. Also, the independent t test results showed a significant difference between the scores of motor proficiency in the posttest of healthy and DCD individuals, and the mean scores of the healthy individuals were higher than those of DCD students. The combined multivariate analysis of variance supported only the significant effect of group (healthy and DCD) on MABC-2 subscales, and the impacts of age and age*group were not significant. Conclusion The results of the present study show that exergame exercises significantly improve motor proficiency in DCD individuals; however, these interventions could not compensate for the developmental delay of these children compared to typically developed children. These results may be related to the duration of the interventions and the age range at the start of the interventions. These differences may disappear if appropriate interventions are presented at a younger age and for a long time.

The effects of a manipulative skills intervention programme on the motor proficiency of adolescents with intellectual disabilities

With this study we aimed to investigate the impact of a 12-week manipulative skills exercise programme on the motor proficiency of young individuals with intellectual disabilities. A total of 32 learners diagnosed with mild intellectual disabilities, with an average age of 17.81 ± 1.44 years, were divided into 2 equal-sized groups: a control group and an experimental group engaged in a manipulative skills intervention programme. Motor proficiency was assessed using the short form of the Bruininks-Oseretsky Test of Motor Proficiency Second Edition (BOT™-2), while the participants’ coordination level was evaluated using the Body Coordination composite of the BOT™-2. Results show that the manipulative skills intervention programme led to significant improvements in the experimental group’s total motor proficiency score on the short form BOT™-2 (45.31 ± 12.01 vs. 37.12 ± 7.00, ANCOVA: F = 48.65, p = 0.00) as well as the Body Coordination composite (42.69 ± 11.31 vs. 39.84 ± 11.75, ANCOVA: F = 44.35, p = 0.00). These findings suggest that the experimental exercise programme had a positive effect on enhancing the motor proficiency of young individuals with mild intellectual disabilities.

Jumping Motor Skills in Typically Developing Preschool Children Assessed Using a Battery of Tests.

The preschool period is characterised by the improvement in motor skills. One of the developmental tasks in children is the ability to jump. Jumping plays an important role in the development of leg strength and balance. It is the gateway to more complex movements. In the physiotherapy clinic, we see a lot of difficulties in jumping performance in 5-7-year-old children. The aim of this study is to present the jumping ability, assessed by the Motor Proficiency Test (MOT) and the G-sensor examination of the vertical countermovement jump (CMJ) and countermovement jump with arms thrust (CMJAT) parameters. A total of 47 children (14 boys and 33 girls) were randomly recruited. The mean age was 5.5 years. The mean height was 113 cm and the mean weight was 19.7 kg. The children were divided into two groups according to their results. Children with low basic motor skills have the greatest difficulty with jumping tasks. In the CMJ jump, the take-off force was lower than in the CMJAT (p = 0.04). Most CMJAT parameters correlate with age, weight, and height. Height correlates most with children's jumping performance. This study may be useful for sport educators and developmental researchers. The topic should be further explored and the CMJ and CMJAT parameters may be established as a basis.

Associations among Motor Competence, Physical Activity, Perceived Motor Competence, and Aerobic Fitness in 10-15-Year-Old Youth.

(1) Background: The developmental model describes possible mechanisms that could impact the trajectory of children and adolescents' health behaviors related to obesity; however, few data are available that support this model in the adolescent population. This study investigated the associations among motor competence (MC), moderate-to-vigorous physical activity (MVPA), perceived motor competence (PMC), and aerobic fitness in children and adolescents and the mediating and moderating effects of PMC, aerobic fitness, and weight status on the MC-MVPA relationship. (2) Methods: Participants included 47 adolescents (12.2 ± 1.6 y; 55% male) who completed the Bruininks-Oseretsky Test of Motor Proficiency, 2nd Edition (MC), Harter's perceived self-competency questionnaire (PMC), and the PACER test (aerobic fitness) and whose MVPA was measured via accelerometry. The body mass index (BMI) was calculated from measured height and weight. (3) Results: There were positive correlations between MC and fitness [rs(47) = 0.469, p < 0.01], PMC and fitness [rs(47) = 0.682, p < 0.01], and PMC and MC [rs(47) = 0.416, p < 0.01]. There were no associations among MVPA and MC, PMC, or fitness (p > 0.05). There were inverse associations between BMI and both MVPA [rs(44) = -0.410, p < 0.01] and fitness [rs(47) = 0.295, p < 0.05]. The association between MC and MVPA was mediated by fitness (β = 0.3984; 95% CI (0.0564-0.7985)). (4) Conclusions: The associations among MC, PMC, and fitness highlight the critical role of MC in health and partially support the proposed developmental model concerning the relationships that exist among MC, MVPA, PMC, fitness, and BMI.

Poor Motor Competence Affects Functional Capacities and Healthcare in Children and Adolescents with Obesity.

From a young age, children learn different motor skills known as fundamental motor skills. The acquisition of these skills is crucial for the future development of context-tailored actions that could improve adherence to physical activity (PA) practice. Motor competence and function deficits have been associated with pediatric obesity. We reviewed the literature data regarding motor competence in pediatrics and impaired motor performance in children and adolescents with obesity. We assessed the abstracts of the available literature (n = 110) and reviewed the full texts of potentially relevant articles (n = 65) that were analyzed to provide a critical discussion. Children and adolescents with obesity show impaired motor performance, executive functions, postural control, and motor coordination. Children's age represents a crucial point in the development of motor skills. Early interventions are crucial to preventing declines in motor proficiency and impacting children's PA and overall fitness levels. To involve children, the PA protocol must be fun and tailored in consideration of several aspects, such as clinical picture, level of physical fitness, and motor skills. A supervised adapted exercise program is useful to personalized PA programs from an early pediatric age.

How do gene mutation diversity and disease severity scoring affect physical capacity and quality of life in children/adolescents with Familial Mediterranean Fever?

ObjectivesThe aim of this study is to examine how gene mutation diversity and disease severity affect physical capacity and quality of life in children/adolescents with Familial Mediterranean Fever (FMF). MethodsEighty children/adolescents (42 female, 38 male) diagnosed with FMF according to Tell-Hashomer diagnostic criteria were included in this study. Disease severity score (PRAS), running speed and agility and strength subtests of Bruininks-Oseretsky Test of Motor Proficiency Second Edition Short Form (BOT-2 SF), Physical Activity Questionnaire, Pediatric Quality of Life Inventory 3.0 Arthritis Module (PedsQL) was used for evaluation. Participants were divided into 2 groups as M694V and other mutations according to MEFV gene mutation and were divided into 3 groups as mild, moderate and severe according to PRAS. ResultsWhen the data were compared between groups; in terms of gene mutation, a significant difference was observed in treatment subtest of PedsQL-parent form in favor of the M694V gene mutation group (p<0.05). In terms of PRAS, significant difference was seen in the pain, treatment subtests and total score of the PedsQL-child form, and in the pain, treatment, worry subtests and total score of the PedsQL-parent form in favor of the mild group (p<0.05). ConclusionsMEFV gene mutations in children and adolescents with FMF did not differ on physical capacity and quality of life. PRAS was not effective on physical parameters, but quality of life decreased as the severity score increased. Encouraging children/adolescents with FMF to participate in physical activity and to support them psychosocially can be important to improve their quality of life.

Improving Motor Proficiency in Children with Developmental Delays: A Meta-Analysis Evaluating the Impact of Motor Skills Interventions

This study investigated the impact of motor skill interventions in improving motor proficiency among children with developmental delays following Preferred Reporting Items for Systematic Reviews and Meta-analysis “PRISMA” recommendations. The included studies were searched on four databases: Google Scholar, PEDro, MEDLINE, and Cochrane Library. Studies published during the year 2012 to 2022 were selected. The data was extracted by defining the publication year, type of study design, targeted population, and type of physical therapy intervention. The outcome measures included four components of motor proficiency: bilateral coordination, balance, speed and agility, and strength. The results revealed statistically significant findings and a large effect size for bilateral coordination (SMD=1.003, CI=95%) and speed and agility (SMD=0.854, CI=95%). However, a smaller effect size with significant findings was observed in the balance domains (SMD=0.333, CI=95%) and strength (SMD=0.337, CI=95%). Despite the promising results of the analyzed interventions, some of the included studies observed a high risk of bias. However, it is evident from the analysis that protocols directed toward advanced approaches have shown more promising results than traditional physical exercise regimens.

A Comparative Study of Some Coordination Abilities between Males and Females for the Age Group (10-12) Years

Coordination capabilities refer to a set of physical abilities that impact the organization and coordination of movements resulting in consistent performance. They are considered one of the necessary conditions for good performance. Therefore, the objective of the study is to identify the differences in coordination abilities between males and females in the age group of 10- 12 years. A hypothesis is that there are statistically significant differences in certain adaptive skills between males and females aged 10-12 years. The research community consists of primary school students from Mosul 135 male and 135 female students as samples. Tests were administered. T-tests for independent samples were given as numbers and percentages for categorical variables. a p-value of &amp;lt;0.05 was considered significant. The study concludes that the coordination skills of male and female students between the ages of 10 and 12 are equal. Males outperform females in the ability of motor coordination between the arms, eyes, and balls, which may be due to the nature of the test. Throwing a Tennis Ball (25 seconds)(t(270)=10,785 ; p&amp;lt;0.001), Balance (t(270)=2.023 ; p&amp;lt;0.044), Throwing Balling (t(270) = 3.072 ; p&amp;lt;0.002), Significant differences were determined for Touch 30 Seconds (t(270)=3.122 ; p&amp;lt;0.002), Circuit Accuracy (t(270) = 6.551 ; p&amp;lt;0.001).In conclusion; Aging and participating in sports have a good impact on coordinative performance. Athletes with a genetic propensity for a certain sport may develop motor proficiency that is on par with or even surpasses that of older athletes with well-planned training.

Gross motor proficiency deficits among children and adolescents post posterior fossa brain tumor removal vs. traumatic brain injury in the chronic phase of recovery: a cross-sectional study.

Acquired brain injury (ABI) is a prevalent diagnosis in pediatric rehabilitation. Gross motor skills are often affected by ABI and limit the ability to participate in various physical activities. However, as ABI injury location is diverse, children and adolescents (youth) with localized ABI, such as ABI in the posterior fossa (ABI-PF) may present unique and different motor disabilities than youth with ABI on account of traumatic brain injury (TBI). The aims of the study were: (1) to compare gross motor deficits in youth with TBI vs. ABI-PF; and (2) to compare two methods on scoring BOT2 to determine which is better for identifying motor deficits. Participated in this study youth with TBI (N = 50) and ABI-PF (N = 30). Participants were tested on Bruininks-Oseretsky Test of Motor Proficiency-2nd Edition (BOT2) Upper-Limb Coordination, Balance, Strength, Running Speed and Agility, and Bilateral-Coordination subtests. Motor performance deficits were established using two-standard deviations (2SD) and age-equivalent methods. Between-group differences were assessed via independent t-tests and receiver operating characteristic curves (ROC). According to the 2SD method, motor deficits in the ABI-PF group ranged from 20% to 66.66%, whereas in the TBI group 8%-16%. According to the age-equivalent method, in the TBI and ABI-PF groups 40%-66.0% and 46.66%-76.66% of the youth presented motor deficits, respectively. Moreover, ROC analysis showed that motor performance deficits of both groups in all sub-scales except for Bilateral Coordination differed enough to result in medium area under the curve. Motor deficits post-pediatric ABI are prevalent. In comparison to the TBI group, deficits are greater in the ABI-PF group. Moreover, compared to the 2SD method, the extent of motor deficiency is greater in the age-equivalent method. Therefore, using the later might provide a more valid classification of deficits in gross motor proficiency for youth post-ABI.

An Effective and Playful Way of Practicing Online Motor Proficiency in Preschool Children.

The children's fairytale is a playful educational tool that can be modified in such a way to enhance motor proficiency. This study investigated the effect of an online exercise program with modified fairytales on children's motor proficiency during the kindergarten curriculum. Forty preschool children (20 girls and 20 boys; 5.13 ± 0.24 years old) were divided into two equal groups: an intervention (IG) group and a control group (CG). The IG followed a 3-month (3 times/week) online exercise intervention program (supervised by the class's kindergarten teacher) with modified children's fairytales, during the COVID-19 pandemic, with an aim to improve their motor proficiency. The CG did not attend any exercise intervention program. The Democritos Movement Screening Tool for Preschool Children (DEMOST-PRE), consisting of ten tests, was used to assess the children's motor proficiency. Τhe IG, after the end of the intervention program, significantly improved in the DEMOST-PRE total score (p < 0.001; mean change: 40.7%), while the CG did not significantly improve in the total score (p > 0.05). Furthermore, in the IG, a significant negative correlation between the pre-training DEMOST-PRE total score and the percentage change following the intervention (r = -0.64; p = 0.002) was observed. A modified exercise program using children's fairytales may be incorporated into the kindergarten curriculum as an effective educational tool for the improvement of motor proficiency.

Motor proficiency of learners with moderate to severe intellectual disabilities.

Intellectual disabilities refer to a permanent brain condition that interferes with a learner's ability to perform basic living tasks, academic tasks and social interactions. By observing the motor proficiency levels of these learners, one can determine the extent of a learner's possible physical motor proficiency barriers. To determine the motor proficiency levels of learners with moderate to severe intellectual disabilities using the Bruininks-Oseretsky Test of Motor Proficiency, second edition (BOT-2) Brief Form. This quantitative descriptive study included 46 learners (17 girls and 29 boys) from a Mangaung school for learners with special needs between the ages of 15 and 17 years. Indicated that 31 learners (67.4%) out of 46 learners identified with moderate to severe intellectual disabilities had a well-below average; 11 learners (23.9%) had a below average and only 4 learners (8.7%) had average motor proficiency levels. Alarmingly, this indicates that the majority of learners have severe motor difficulties that may reduce these learners' abilities to perform tasks using gross and fine motor skills. Reported motor proficiency levels can be used as a guide to direct future motor intervention programmes. Timely interventions are central to improving learners' motor difficulties. This study focused on providing information regarding the motor proficiency levels of South African learners with ID that was not previously explored. This was an attempt to bridge the gap in knowledge pertaining to the use of standardised motor proficiency tests for South African learners with ID.