Efforts to Improve Basic Locomotor Running Skills through Adaptive Practice Style in Students with Intellectual Disabilities in Inclusive Elementary Schools

Students with intellectual disabilities often struggle with fundamental locomotor skills such as running because of limited coordination, balance, and understanding of instructions. This classroom action research aimed to improve the running skill of a second-grade student with mild intellectual disability at SD Negeri 002 Batu Ampar through an Adaptive Practice Style approach. The study followed the Kemmis and McTaggart model across two cycles of two meetings each (April– May 2026). The subject was one student (MI). Data were collected through observation with a five-indicator rubric (scale 1–4, maximum score 20) and documentation, and analysed descriptively with a success criterion of 75%. The score rose from 6 (30%, poor) at baseline to 9 (45%) and 11 (55%) in Cycle I, and to 13 (65%) and 16 (80%, good) in Cycle II, with gains across all indicators, most notably response to instructions and movement coordination. Within the limits of a single subject, Adaptive Practice Style combined with demonstration, visual media, repeated practice, immediate feedback, and individual assistance improved running skill, participation, and confidence