Becoming more active: A protocol for assessing and supporting physical activity in special schools for students with intellectual disabilities

The goal of this study is to support and evaluate the process of developing a school into becoming a more active school, particularly for children with intellectual disabilities (ID). This study protocol outlines the first phase of a broader school development project aimed at promoting physical activity (PA) and health among students with ID. The intervention, conducted at one school, uses a structured action cycle facilitated by a coordination group consisting of school staff, university consultants and students. Over a three-year period (2023-2026), various strategies are participatively elaborated and implemented to increase daily physical activity. To measure the impact, motor skills are assessed using the German-Motor-Test, while physical activity is monitored with Move-4 Accelerometers, capturing steps per minute during school hours. In the pre-test phase, 240 students participated in motor skill assessments, and 137 wore accelerometers for a day. Findings showed that 57% of students were overweight, highlighting the need for targeted interventions. Data analysis includes Z-scores and comparisons of activity levels during different school periods. Despite challenges, such as staff shortages and logistical difficulties, the intervention aims to create a sustainable model for increasing activity. This research will culminate in recommendations and guidelines to help other schools implement similar processes, with final results published in 2026 to contribute to evidence-based practices for promoting active school environments. While the current protocol emphasizes in-school activity, future phases will expand to include structured observation, stakeholder participation, and community-based interventions. This protocol provides a scientifically grounded foundation for assessing needs and guiding sustainable PA promotion in special education settings.