From the abstract: "Children with disabilities can have access to a variety of learning opportunities via motor play. Researchers have emphasized the need to intentionally support children’s motor skill development. Despite previous research showing that fundamental motor skill (FMS) interventions result in improved motor skills for preschoolers with disabilities or developmental delays, it is unclear if those studies were methodologically sound. Thus, the purpose of this review is to summarize the existing evidence and critically evaluate the quality of research on FMS interventions for preschoolers with disabilities or developmental delays using the Council for Exceptional Children’s Quality Indicators. Seven studies are included in this review, and the findings clearly indicate there is a need to conduct more methodologically rigorous research in this area. Additionally, implementation fidelity must be addressed in future studies to enhance our understanding of intervention effectiveness."
Yang, H.-W., Ostrosky, M. M., Meadan, H., & Cheung, W. C. (2022). Teaching fundamental motor skills to preschoolers with disabilities or developmental delays: a systematic review. Palaestra, 36(1), 42-50.