Developing a multisensory-based instructional model for adaptive gymnastics: evidence from children with intellectual disabilities

Introduction: Inclusive education and adapted physical education require instruction that fits the sensory and motor-learning profiles of children with intellectual disabilities (ID), who often show persistent coordination difficulties in school. Objective: To design, validate, and field-test a five-phase multisensory instructional model for adaptive gymnastics for children with ID aged 7–12. Methodology: An educational R&D approach was conducted in two phases: (1) expert content validation (n = 3) using Aiken’s V across model components; and (2) a preliminary field test with 20 students with ID (7–12 years) in a special school in Makassar, Indonesia. The intervention followed five phases (Sensory Activation, Pattern Cueing, Multisensory Guided Practice, Kinesthetic Reinforcement, Reflective Multimodal Feedback) delivered in seven modules (one session/module; ~40–45 minutes). Fidelity/feasibility were monitored across modules, and pre–post Fundamental Motor Performance (FMP) was analyzed using paired-sample t-tests with effect size (dz) and 95% CI. Results: Content validity was strong (Aiken’s V = 0.853). Fidelity improved from 2.38 (Module 1) to 3.63 (Module 7). Composite FMP increased significantly (+5.80; dz = 1.67; p < .001; 95% CI [4.17, 7.43]), with the largest gains in Independence (+2.45) and Motor (+2.20). Discussion: Improvements aligned with structured repetition, multisensory cueing, and autonomy-supportive routines; job aids (e.g., icon cards, markers) supported consistent implementation. Conclusions: The model is valid, feasible, and associated with meaningful gains in fundamental motor performance for children with ID; broader implementation and longer-term evaluation are recommended.