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. 2025 Jun 21;12(7):820.
doi: 10.3390/children12070820.

Effects of Video-Guided Active Breaks on Motor Competence of Schoolchildren with Special Education Needs

Alejandra Robles-Campos  1 , Daniel Reyes-Molina  2   3 , Karen Kracht-Suazo  2 , Igor Cigarroa  4 , Jaime Cárcamo-Oyarzun  5   6 , Nicolas Martinez-Lopez  6   7 , Margarita Perez-Ruiz  8 , Alberto Grao-Cruces  9   10 , Jorge Mota  11 , Alberto Ruiz-Ariza  12 , Fernando Muñoz Hinrichsen  13 , Guillermo García-Pérez-de-Sevilla  14 , Carlos Celis-Morales  15   16   17 , Rafael Zapata-Lamana  1   2
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Effects of Video-Guided Active Breaks on Motor Competence of Schoolchildren with Special Education Needs

Alejandra Robles-Campos et al. Children (Basel). .

Abstract

Background: The development of motor competencies in childhood can enhance the trajectory of physical activity throughout life. However, few studies have examined the effects of physical activity programs on motor competencies in schoolchildren with special educational needs.

Aim: Our aim was to analyze the effects of a video-guided active break program on motor competencies in schoolchildren aged 6 to 10 years with special educational needs.

Methods: A prespecified subanalysis of a multicenter randomized controlled trial was conducted with a sample of 161 schoolchildren (7.8 ± 1.1 years, 32% girls) with special educational needs from five public schools in Chile. Participants were assigned to a control group (CG, n = 85) with no active breaks or an experimental group (EG, n = 76) with active breaks. A 12-week video-guided active break program was implemented in the classroom twice daily, five days per week. The intervention was delivered via a web-based platform. Basic motor competencies were assessed using the MOBAK 1-2 and MOBAK 3-4 tests.

Results: A significant time × group interaction was found for object control, F(1154) = 11.365, p < 0.001, η2p = 0.011; jumping, F(1154) = 11.047, p = 0.001, η2p = 0.067; and running, F(1154) = 4.881, p = 0.029, η2p = 0.031. These results indicate that the experimental group showed significantly greater improvements in object control, jumping, and running abilities compared to the control group.

Conclusions: The active break program significantly improved motor skills in schoolchildren with special educational needs. The program proved to be both feasible and effective in enhancing students' motor competencies. School-based guided active break programs may play a role in promoting motor competencies among schoolchildren with special educational needs. Clinical Trial ID NCT06423404.

Keywords: motor skills; physical activity; public schools; special education.

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Conflict of interest statement

The authors declare no conflicts of interest.

Figures

Figure 1
Figure 1
CONSORT 2010 Flow diagram participants.
Figure 2
Figure 2
Adapted exercices in the “Active Classes” platform.
Figure 3
Figure 3
Results of the ANCOVA analysis (pretest vs. post) of the intervention program in the Experimental and Control Groups. A significant pre-intervention difference was observed between the experimental and control groups in object control, t(154) = 2.677, p = 0.024; rope jumping, t(154) = 3.016, p = 0.014; and running, t(154) = 4.732, p < 0.001.
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