Classroom play breaks may boost motor skills and behavior in kids with mild intellectual disability

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.