Footwork and Floor Pattern for Gross Motor Skills in Children with Sensory-Motor Disorders: A Systematic Review
DOI:
https://doi.org/10.20961/imscs.v3i1.1167Keywords:
badminton footwork, floor patterns, gross motor skills, DCD, ADHD, autism, sensorimotor intervention, children with special needsAbstract
Children with sensory-motor impairments, namely Developmental Coordination Disorder (DCD), Attention Deficit Hyperactivity Disorder (ADHD), and Autism Spectrum Disorder (ASD), often experience difficulties in balance, coordination, and agility affecting daily living activities. Structured gross motor interventions have been widely studied, but the combination of badminton footwork and floor patterns as learning in early childhood education has not been comprehensively implemented. This systematic review aims to analyze the effectiveness of badminton footwork and floor patterns in improving gross motor skills in children with sensory-motor impairments. A literature search was conducted in PubMed, Google Scholar, ScienceDirect, and ERIC databases for publications from 2015-2024. Keywords included "footwork training", "agility ladder", "floor patterns", "gross motor skills", "DCD", "ADHD", "autism", and "sensorimotor intervention". Of 847 initial articles, 23 studies met inclusion criteria. A 15-week structured exercise program demonstrated significant improvements on the Gross Motor Development Test-3 (p<0.01). Agility ladder training improved 10m sprint by 2.39% and 20m sprint by 2.10%. In children with DCD, a sensorimotor approach integrating vestibular stimulation resulted in improved postural control (d=0.87). Children with ADHD demonstrated improvements in sustained attention and motor control after 8 weeks (p<0.05). Children with ASD experienced improvements in bilateral coordination and social participation (d=0.72). Strong evidence supports the use of badminton footwork and floor patterns as motor interventions for children with sensorimotor disorders including DCD, ADHD, and ASD, characterized by multisensory integration, clear structure, and repetitive movements appropriate to children's needs with sensory-motor disabilities
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