European Journal of Adapted Physical Activity 18, 19 (2025) | DOI: 10.5507/euj.2025.013

Becoming more active: A protocol for assessing and supporting physical activity in special schools for students with intellectual disabilities

Christiane Reuter1, Jakob Prechtl1
Chair of Education for People with Developmental and Intellectual Disabilities, University of Wuerzburg, Germany

The goal of this study is to support and evaluate the process of developing a school into becoming a more active school, particularly for children with intellectual disabilities (ID). This study protocol outlines the first phase of a broader school development project aimed at promoting physical activity (PA) and health among students with ID. The intervention, conducted at one school, uses a structured action cycle facilitated by a coordination group consisting of school staff, university consultants and students. Over a three-year period (2023-2026), various strategies are participatively elaborated and implemented to increase daily physical activity. To measure the impact, motor skills are assessed using the German-Motor-Test, while physical activity is monitored with Move-4 Accelerometers, capturing steps per minute during school hours. In the pre-test phase, 240 students participated in motor skill assessments, and 137 wore accelerometers for a day. Findings showed that 57% of students were overweight, highlighting the need for targeted interventions. Data analysis includes Z-scores and comparisons of activity levels during different school periods. Despite challenges, such as staff shortages and logistical difficulties, the intervention aims to create a sustainable model for increasing activity. This research will culminate in recommendations and guidelines to help other schools implement similar processes, with final results published in 2026 to contribute to evidence-based practices for promoting active school environments. While the current protocol emphasizes in-school activity, future phases will expand to include structured observation, stakeholder participation, and community-based interventions. This protocol provides a scientifically grounded foundation for assessing needs and guiding sustainable PA promotion in special education settings.

Keywords: school development; action research; motor skills

Received: December 10, 2024; Revised: June 10, 2025; Accepted: August 20, 2025; Published online: May 31, 2026  Show citation

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Reuter, C., & Prechtl, J. (2025). Becoming more active: A protocol for assessing and supporting physical activity in special schools for students with intellectual disabilities. European Journal of Adapted Physical Activity, 18, Article 19. https://doi.org/10.5507/euj.2025.013
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