Psychomotor intervention programme in an inclusive preschool setting: a pilot study
Article Sidebar
Main Article Content
DOI:
https://doi.org/10.17979/sportis.2026.12.2.12704Abstract
Social inclusion and behaviour challenges in naturalistic settings require targeted interventions when general support is insufficient. Psychomotor interventions have integrated features suitable for preschool children; however, further research is needed to establish their effectiveness. This pilot study aimed to evaluate the feasibility and social validity of a selective psychomotor intervention programme on psychomotor and socio-emotional skills of preschool children (aged 4-6 years) with autism spectrum disorder (n=4) and neurotypical development (n=17). A sequential mixed-methods pre–post study without a control group investigates the preliminary effects on neuro-psychomotor functions, social skills, and problem behaviours. Data from focus groups and observations were also explored after a 12-session group-based intervention that included expressive and action-oriented bodily experiences. A significant improvement in neuro-psychomotor functions was found (z= –3.921, p<.001, r=.86), despite no considerable differences in the social and behavioural skills reported by parents and teachers. These findings provide an outlook on the psychomotor intervention programme’s validity and potential benefits for further study replication.
Keywords:
Funding source:
Article Details
References
Alonso-Vargas, J. M., Melguizo-Ibáñez, E., Puertas-Molero, P., Salvador-Pérez, F., & Ubago-Jiménez, L. (2022). Relationship between learning and psychomotor skills in early childhood education. International Journal of Environmental Research and Public Health, 19(24), 16835. https://doi.org/10.3390/ijerph192416835
American Psychiatric Association (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.), https://doi.org/10.1176/appi.books.9780890425787
Amorim, N., Parreiral, J., & Santos, S. (2022). The assessment of the psychomotor profile in children: Preliminary psychometric analysis of the portuguese version of the Batterie d’Evaluation des Fonctions Neuropsychomotrices de L’enfant (NPmot.pt). Children, 9(8), 1195. https://doi.org/10.3390/children9081195
Anna, M., Glykeria-Erato, P., Aspasia, D., & Fotini, V. (2016). Effect of a psychomotor program on the motor proficiency and self-perceptions of preschool children. Journal of Physical Education and Sport, 16(4), 1365–1371. https://doi.org/10.7752/jpes.2016.04218
Arufe-Giráldez, V. (2020). ¿Cómo debe ser el trabajo de Educación Física en Educación Infantil? Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación, (37), 588–596. https://dialnet.unirioja.es/servlet/articulo?codigo=7243324
Bhat, A. N. (2021). Motor impairment increases in children with autism spectrum disorder as a function of social communication, cognitive and functional impairment, repetitive behavior severity, and comorbid diagnoses: A SPARK study report. Autism Research, 14(1), 202–219. https://doi.org/10.1002/aur.2453
Bräuninger, I., & Röösli, P. (2023). Promoting social-emotional skills and reducing behavioural problems in children through group psychomotor therapy: A randomized controlled trial. The Arts in Psychotherapy, 85, 102051. https://doi.org/10.1016/j.aip.2023.102051
Cefai, C., Camilleri, L., Bartolo, P., Grazzani, I., Cavioni, V., Conte, E., Ornaghi, V., Agliati, A., Gandellini, S., Tatalovic Vorkapic, S., Poulou, M., Martinsone, B., Stokenberga, I., Simões, C., Santos, M., & Colomeischi, A. A. (2022). The effectiveness of a school-based, universal mental health programme in six European countries. Frontiers in Psychology, 13(925614), 1–13. https://doi.org/10.3389/fpsyg.2022.925614
Ciaunica, A., Safron, A., & Delafield-Butt, J. (2021). Consciousness science and its theories back to square one: The bodily roots of conscious experiences in early life. Neuroscience of Consciousness, 7(2), 1–10. https://doi.org/10.1093/nc/niab037
Collaborative for Academic, Social, and Emotional Learning (2020). CASEL’S SEL framework: what are the core competence areas and where are they promoted? https://casel.org/casel-sel-framework-11-2020/
Durlak, J. A., Mahoney, J. L., & Boyle, A. E. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research. Psychological Bulletin, 148(11–12), 765–782. https://doi.org/10.1037/bul0000383
Eapen, V. (2014). Developmental and mental health disorders: Two sides of the same coin. Asian Journal of Psychiatry, 8(1), 7–11. https://doi.org/10.1016/j.ajp.2013.10.007
European Agency for Special Needs and Inclusive Education (2017). Inclusive early childhood education environment self-reflection tool (E. Björck-Åkesson, M. Kyriazopoulou, C. Giné, & P. Bartolo, eds.). https://www.european-agency.org/resources/publications/inclusive-early-childhood-education-environment-self-reflection-tool
European Agency for Special Needs and Inclusive Education (2018). Evidence of the link between inclusive education and social inclusion: Final summary report. S. Symeonidou (ed.). https://www.european-agency.org/resources/publications/evidence-literature-review
El-Salahi, S., Khaki, Z., & Vohora, R. (2023). Experiences of inclusive school settings for children and young people on the autism spectrum in the UK: A systematic review. Review Journal of Autism and Developmental Disorders, 0123456789. https://doi.org/10.1007/s40489-023-00405-2
Cefai, C., Simões, C., & Caravita, S. C. (2021). A systemic, whole-school approach to mental health and well-being in schools in the EU - NESET report. European Commission - Directorate-General for Education, Youth, Sport and Culture. https://doi.org/10.2766/50546
Frazão, A., Santos, S., Simões, C., & Lebre, P. (2025). Programa de intervenção psicomotora com crianças em idade pré-escolar Psicomotricidade IE! – Manual do psicomotricista. Instituto de Etnomusicologia - Centro de Estudos em Música e Dança, Faculdade de Motricidade Humana. https://doi.org/10.17605/OSF.IO/Z34J8
Frazão, A., Santos, S., & Lebre, P. (2023). Psychomotor intervention practices for children with autism spectrum disorder: A scoping review. Review Journal of Autism and Developmental Disorders, 10(2), 319–336. https://doi.org/10.1007/s40489-021-00295-2
Frazão, A., Santos, S., Rodrigues, A., Brandão, T., Simões, C., & Lebre, P. (2022). Consensus on the best practice guidelines for psychomotor intervention in preschool children with autism spectrum disorder. Children, 9(11), 1778. https://doi.org/10.3390/children9111778
Gallese, V., Rochat, M. J., & Berchio, C. (2013). The mirror mechanism and its potential role in autism spectrum disorder. Developmental Medicine and Child Neurology, 55(1), 15–22. https://doi.org/10.1111/j.1469-8749.2012.04398.x
Goldstein, T. R., Thompson, B. N., & Kanumuru, P. (2022). Do embodiment and fictionality affect young children’s learning? Journal of Experimental Child Psychology, 213, 105275. https://doi.org/10.1016/j.jecp.2021.105275
Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 51, 4013–4032. https://doi.org/10.1007/s10803-020-04844-2
James, M. E., Bedard, C., Bremer, E., & Cairney, J. (2020). The acceptability and feasibility of a preschool intervention targeting motor, social, and emotional development. Frontiers in Pediatrics, 8, 1–13. https://doi.org/10.3389/fped.2020.00319
Khalil, R., Tindle, R., Boraud, T., Moustafa, A. A., & Karim, A. A. (2018). Social decision making in autism: On the impact of mirror neurons, motor control, and imitative behaviors. CNS Neuroscience and Therapeutics, 24(8), 669–676. https://doi.org/10.1111/cns.13001
Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). Guilford.
Lai, M.-C., Kassee, C., Besney, R., Bonato, S., Hull, L., Mandy, W., Szatmari, P., & Ameis, S. H. (2019). Prevalence of co-occurring mental health diagnoses in the autism population: a systematic review and meta-analysis. The Lancet Psychiatry, 6(10), 819–829. https://doi.org/10.1016/S2215-0366(19)30289-5
Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., Bishop, S. L., Luyster, R. J., & Guthrie, W. (2015). ADOS-2. Escala de Observación para el Diagnóstico del Autismo - 2. Manual (T. Luque, adaptadora). TEA Ediciones.
Luby, J. L., Baram, T. Z., Rogers, C. E., & Barch, D. M. (2020). Neurodevelopmental optimization after early-life adversity: Cross-species studies to elucidate sensitive periods and brain mechanisms to inform early intervention. Trends in Neurosciences, 43(10), 744–751. https://doi.org/10.1016/j.tins.2020.08.001
Major, S., Seabra-Santos, M. J., & Albuquerque, C. P. (2017). Validating the Preschool and Kindergarten Behavior Scales-2: Preschoolers with autism spectrum disorders. Research in Developmental Disabilities, 65, 86–96. https://doi.org/10.1016/j.ridd.2017.04.008
Marshall, P. J. (2016). Embodiment and human development. Child Development Perspectives, 10(4), 245–250. https://doi.org/10.1111/cdep.12190
Marshall, P. J., Houser, T. M., & Weiss, S. M. (2021). The shared origins of embodiment and development. Frontiers in Systems Neuroscience, 15, 1–5. https://doi.org/10.3389/fnsys.2021.726403
Merrell, K., Major, S., & Santos, M. J. S. (2020). PKBS-2 - Escalas de comportamento para a idade pré-escolar. Hogrefe.
Moschos, G., Pollatou, E., Kambas, A., & Bekiari, A. (2023). The effect of psychomotor intervention program on emotional competence and behaviour problems in children 4–5 years of age. Body, Movement and Dance in Psychotherapy, 18(3), 1–14. https://doi.org/10.1080/17432979.2023.2227890
Olsson, I., & Nilholm, C. (2023). Inclusion of pupils with autism–a research overview. European Journal of Special Needs Education, 38(1), 126–140. https://doi.org/10.1080/08856257.2022.2037823
Palinkas, L. A., Mendon, S. J., & Hamilton, A. B. (2019). Innovations in mixed methods evaluations. Annual Review of Public Health, 40, 423–442. https://doi.org/10.1146/annurev-publhealth-040218-044215
Park, E. Y., & Blair, K. S. C. (2019). Social validity assessment in behavior interventions for young children: A systematic review. Topics in Early Childhood Special Education, 39(3), 156–169. https://doi.org/10.1177/0271121419860195
Pascoe, M. I., Forbes, K., de la Roche, L., Derby, B., Psaradellis, E., Anagnostou, E., Nicolson, R., Georgiades, S., & Kelley, E. (2023). Exploring the association between social skills struggles and social communication difficulties and depression in youth with autism spectrum disorder. Autism Research, 16(11), 2160–2171. https://doi.org/10.1002/aur.3015
Patriquin, M. A., Hartwig, E. M., Friedman, B. H., Porges, S. W., & Scarpa, A. (2019). Autonomic response in autism spectrum disorder: Relationship to social and cognitive functioning. Biological Psychology, 145, 185–197. https://doi.org/10.1016/j.biopsycho.2019.05.004
Peyre, H., Peries, M., Madieu, E., David, A., Picot, M. C., Pickles, A., & Baghdadli, A. (2024). Association of difficulties in motor skills with longitudinal changes in social skills in children with autism spectrum disorder: Findings from the ELENA French cohort. European Child and Adolescent Psychiatry, 33(8), 2731–2741. https://doi.org/10.1007/s00787-023-02324-3
Phillips, M., Tsuda, E., & Wyant, J. (2023). Promoting motor skill development and social-emotional learning among preschoolers in physical education. Journal of Physical Education, Recreation and Dance, 94(3), 29–34. https://doi.org/10.1080/07303084.2022.2156941
Repetto, C., Riva, G., & Gemelli, L. (2023). The neuroscience of body memory: recent findings and conceptual advances. EXCLI Journal, 22, 191–206. https://doi.org/10.17179/excli2023-5877
Rodriguez, G., Drastal, K., & Hartley, S. L. (2021). Cross-lagged model of bullying victimization and mental health problems in children with autism in middle to older childhood. Autism, 25(1), 90–101. https://doi.org/10.1177/1362361320947513
Silva, I., Marques, L., Mata, L., & Rosa, M. (2016). Orientações curriculares para a educação pré-escolar. Ministério da Educação/Direção-Geral da Educação (DGE).
Stevenson, A., Wainwright, N., & Williams, A. (2023). Interventions targeting motor skills in pre-school-aged children with direct or indirect parent engagement: a systematic review and narrative synthesis. Education 3-13, 51(6), 1003–1016. https://doi.org/10.1080/03004279.2022.2034174
Taylor, E. C., Livingston, L. A., Callan, M. J., Ashwin, C., & Shah, P. (2021). Autonomic dysfunction in autism: The roles of anxiety, depression, and stress. Autism, 25(3), 744–752. https://doi.org/10.1177/1362361320985658
Tsou, Y.-T., Kovács, L. V., Louloumari, A., Stockmann, L., Blijd-Hoogewys, E. M. A., Koutamanis, A., & Rieffe, C. (2024). School-based interventions for increasing autistic pupils’ social inclusion in mainstream schools: A systematic review. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-024-00429-2
Vaivre-Douret, L. (2006). Batterie d’évaluation des fonctions neuro-psychomotrices de l’enfant. EPCA. https://doi.org/10.3917/lcp.115.0027
van Bergen, A. P. L., Wolf, J. R. L. M., Badou, M., De Wilde-Schutten, K., IJzelenberg, W., Schreurs, H., Carlier, B., Hoff, S. J. M., & Van Hemert, A. M. (2019). The association between social exclusion or inclusion and health in EU and OECD countries: A systematic review. European Journal of Public Health, 29(3), 575–582. https://doi.org/10.1093/eurpub/cky143
Veiga, G., Guerreiro, D., Marmeleira, J., Santos, G. D., & Pomar, C. (2023). OUT to IN: A body-oriented intervention program to promote preschoolers’ self-regulation and relationship skills in the outdoors. Frontiers in Psychology, 14, 1195305. https://doi.org/10.3389/fpsyg.2023.1195305
World Health Organization, & United Nations Educational, Scientific and Cultural Organization. (2021). Making every school a health-promoting school: Global standards and indicators for health-promoting schools and systems. https://www.who.int/publications/i/item/9789240025059