Classroom play breaks may boost motor skills and behavior in kids with mild intellectual disability
NCT ID NCT06943196
First seen Jun 24, 2026 · Last updated Jun 27, 2026 · Updated 2 times
Summary
This study tested whether short, structured physical activity breaks or free play in the classroom can improve gross motor skills, endurance, and behavior in children with mild intellectual disability. Twenty-two children from a special education center took part, with one group doing guided activities like marching and hopping for 5–30 minutes, and the other group choosing their own play. The program ran 5 days a week for 8 weeks, and researchers measured changes using standard tests for motor skills, walking endurance, and behavior.
What this could mean
Our plain-language read of the trial. This is informational only — not medical advice or a prediction.
- Active substance
- structured physical activity breaks and free play
- What this could lead to
- If it works, this could point toward simple classroom strategies to help children with mild intellectual disability improve their physical skills and behavior.
- What could go wrong
- This is a very small, completed trial with only 22 participants, so results may not apply to all children. The activities are low-risk but may not produce lasting changes.
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Conditions
The condition(s) this trial relates to.
As listed by the trial registrant
The condition terms exactly as the trial's registrant entered them.
Contacts and locations
Locations
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PSRD
Lahore, Punjab Province, 54900, Pakistan
More trials for these conditions
Other studies related to the condition(s) this trial covers.
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