Role Of Occupational Therapists In Enhancing Motor Skills Through Sports In Special Education Settings

The development of motor skills is vital for the functional and social progress of children with disabilities and those in special education settings. Occupational therapy (OT) practitioners meticulously design motor skill development programmes, incorporating specific needs of children and families to promote holistic growth. In recent years, the use of sport as a therapeutic tool has received renewed attention as it provides an active, enjoyable context for motor learning. This research focuses on the role of occupational therapists in providing sports-based motor skill interventions for children who are developmentally atypical. Methodology: A qualitative exploratory design was adopted. It consisted of 16 participants from four special education schools, including 8 occupational therapists, 4 adaptive physical education teachers, and 4 school administrators. Data were gathered using semi-structured interviews, non-participant observation of therapy sessions, and document review. Thematic analysis was performed using a framework approach to determine the constituents of an identified theme. Results: Four major themes emerged: (1) sports activities integrated with individualised therapy services; (2) participation enhanced by supporting task and sensory strategies; (3) planning done collaboratively between OTs and PE teachers; and (4) positive changes in motor and psychosocial skills observed. Other identified barriers included a lack of resources and time, as well as inadequate awareness among stakeholders. Discussion: Study findings support the application of sports into occupational therapy as a versatile, inclusive, and effective client-centred approach aimed at enhancing motor skills. The research underlines the importance of interdisciplinary partnerships and adaptive sports programming within special education to enhance children’s motor skills and motor engagement. However, sustained implementation still requires supportive infrastructure and policies. Conclusion: The role of occupational therapists using sports as a therapeutic tool for attaining defined goals in special education contexts is one of great impact. Other school system stakeholders must actively support furthering the scope of these practices through their involvement, training, and inclusive frameworks. The findings demonstrate the need to consider sports within occupational therapy service delivery frameworks in schools to aid in the comprehensive development of children with disabilities.