Keywords
Fine Motor Development
Gross Motor Development
Special Education
Teacher Perception
How to Cite
Abstract
Background: Adapted physical education plays a vital role in supporting the motor development of students with special needs by fostering independence, learning readiness, and social participation. Despite its importance, many special schools continue to face challenges in implementing structured motor development programs, particularly in resource-limited contexts where teachers rely heavily on personal initiative and experiential knowledge.
Aims: This study aimed to explore adapted physical education teachers’ perceptions of gross and fine motor development training models and to understand how these perceptions influence instructional practices in special education settings.
Methods: A qualitative descriptive approach was employed involving two adapted physical education teachers at a special school selected through purposive sampling. Data were collected through in-depth interviews, non-participatory observations, and documentation analysis, then analyzed using an iterative process of data reduction, data display, and conclusion drawing to identify key themes related to training experiences, instructional adaptation, and contextual challenges.
Result: The findings revealed that teachers demonstrated strong conceptual understanding and adapted teaching practices; however, limited facilities, absence of structured modules, and lack of continuous mentoring constrained the sustainability of motor development programs.
Conclusion: Meaningful motor development in adapted physical education emerges through the interaction between teacher agency, contextual adaptation, and systemic support, highlighting the importance of sustainable training frameworks and collaborative institutional engagement.
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