Active play in children with learning disabilities

Active play in children with intellectual disabilities

Healthy Lifestyle Behaviours | Last Updated: 13 Apr 26

Background

Active play programmes run in all Glasgow mainstream primary schools and have been shown to positively impact physical and social development. However, active play is not implemented in many additional support for learning (ASL) schools. We previously conducted a feasibility study that demonstrated that it was possible to implement an active play programme in two ASL schools. We now need to better understand the feasibility of implementing an active play programme in a greater number of schools.

What we did

We evaluated whether the Active Play (Thrive Outdoors) programme, previously delivered in mainstream schools, could be implemented in ASL schools without major changes. Four ASL schools in Glasgow took part. The programme involved weekly outdoor sessions delivered by trained play workers. We interviewed eight teachers and three charity play workers to understand what worked well, what challenges arose, and how the programme could be improved for children with additional support needs. We also tested the feasibility of a range of outcomes including physical measures (height and weight), gross motor skills (TGMD-2), teacher-reported behaviour and social functioning (SDQ and CAIDS-Q), and vocabulary (BPVS).

What we found

Active play was positively received by both staff and children, and play workers observed improvements in children’s physical and social skills over time. However, the mainstream delivery model required adaptation. Shorter, more flexible sessions worked better than the original structured format. Free play, sensory equipment, consistent routines, and strong collaboration between schools and play workers were important. Training also needed to be tailored to ASL settings to support inclusive delivery. Feasibility of the outcomes found high completion for basic physical measures, moderate feasibility for motor skills assessments, and very low completion for teacher-reported and language measures, indicating that outcome selection and data collection procedures require refinement for a full trial.

This work was led by the University of Glasgow in collaboration with the University of Strathclyde, University of Birmingham, and York St John University. The programme was delivered in partnership with Thrive Outdoors (Inspiring Scotland) and local play charities. The project was funded by The Baily Thomas Charitable Fund.

Group member(s) involved in this research

25 125 SLDO Staff Arlene Mcgarty 002 staff image

Dr Arlene McGarty

Arlene is a Research Fellow at the Scottish Learning Disabilities Observatory. Arlene is interested in lifestyle behaviours (for example, physical activity and sedentary behaviour) and how these impact the health of people with learning disabilities. She is also interested in finding ways to change these behaviours to help people with learning disabilities lead healthier and happier lives. Some of the projects that Arlene works on include: School-based “active play” for children with learning disabilities. Understanding walking opportunities in adults with learning disabilities. Increasing motor development skills in children with learning disabilities. Measuring energy expenditure in adults with learning disabilities.

Dr Sophie Westrop

Sophie worked with the Observatory as a Research Associate and her ongoing research focus is about understanding the influences on lifestyles of adults with learning disabilities, behaviour change and promoting a healthy lifestyle. Sophie remains an affiliate team member, having moved in early 2024 to take up a lectureship post York St John University. Prior to working at the Observatory, Sophie completed a PhD at the University of Glasgow that considered differences in physical activity and sedentary behaviour between men and women with learning disabilities.