Development and Effectiveness of a Music-Synchronized Rhythmic Movement Learning Model for Children with Mild Intellectual Disabilities

Abstract

This study developed and evaluated a music-synchronized rhythmic movement learning model for children with mild intellectual disabilities. A research and development design based on the ADDIE framework was employed. The study involved a needs analysis with 11 physical education teachers, validation by seven experts, a small-scale trial with 12 children, a large-scale trial with 30 children, and an effectiveness trial with 20 children. The intervention comprised 16 sessions conducted over eight weeks. Locomotors and non-locomotors skills were assessed using selected components of the TGMD-2 and BOT-2. The model demonstrated high content validity (overall Aiken’s V=0.95), feasibility (95.4%), and practicality (96.1%). Locomotors scores increased significantly from 22.40±4.28 to 31.75±3.62, t(19)=13.82, p<.001, d_z=3.09. Non-locomotors scores also improved from 15.30±3.12 to 22.85±2.64, t(19)=11.47, p<.001, d_z=2.56. The model was valid, practical, and potentially effective for improving motor skills among children with mild intellectual disabilities. Controlled studies are needed to confirm these preliminary findings.