Real and Perceived Motor Competence Are Further Developed Through the Integration of Modern Teaching Methods with Inclusive Education

Background: Physical education training is the foundation and foundation for learning sports skills and everyday activities. The study aimed to compare the effects of different educational methods—linear pedagogy (LP), non-linear pedagogy (NLP), differential learning (DL), and teaching games for understanding (TGFU)—combined with inclusive education on the perceived and actual motor skills of children. Methods: Each group consisted of 12 typically developing children and 4 children with disorders [attention deficit hyperactivity disorder (ADHD) and developmental coordination disorder (DCD)], with a mean age of 10.22 ± 1.73 years. Futsal-based interventions were conducted over a two-month period. Data were analyzed using a 2 (test) × 4 (group) ANOVA test at a significance level of 0.05. Results: The results showed that the effect of group * time and time was significant (P < 0.05). LSD indicated a significant difference in motor skills between the LP and NLP, LP and DL, and LP and TGFU groups. However, no significant difference was observed between the DL and NLP, DL and TGFU, and NLP and TGFU groups. There was a significant difference in perceived motor competence between the LP and NLP, and LP and TGFU groups. However, between LP and DL, DL and NLP, DL and TGFU, and NLP and TGFU were not significant (P > 0.05). Conclusions: The results highlight the importance of incorporating non-linear training in physical education, where the environment and tasks are manipulated without direct instructions and feedback, within an inclusive environment.