Boosting Physical Fitness in Primary School Students with Learning Disabilities: A Conceptual Framework Design

Abstract

This study outlines a conceptual framework for designing and developing a Physical Fitness Intervention Module tailored for students with learning disabilities (LD) in lower primary schools. The module leverages Social Constructivism Theory, Social Learning Theory, the ADDIE Model, and McKillip's Needs Analysis Model. An extensive literature review on physical fitness, health-related fitness components, physical activities for children with special needs, the ADDIE model, Constructivism Theory, Social Learning Theory, and Design and Development Research (DDR) forms the foundation of this study. The research adopts a structured DDR methodology, divided into three phases: needs analysis, design and development, and implementation and evaluation. In the needs analysis phase, data will be collected through teacher-administered questionnaires to identify module requirements, analyzed using SPSS software to produce descriptive statistics. The design and development phase employs the Fuzzy Delphi Method (FDM) to achieve consensus from 15 experts in special education and sports science. The module's content will be validated using the Content Validation Index (CVI) based on evaluations from six experts. The final phase assesses the module's usability through interviews with special education teachers, adapting the USE questionnaire for this purpose. Additionally, a one-group quasi-experiment with pre- and post-tests will evaluate the module's effectiveness, using the SEGAK test to measure physical fitness levels before and after the intervention. This study aims to develop a comprehensive physical fitness intervention module to enhance physical activity and health outcomes for students with learning disabilities in lower primary education, ensuring its effectiveness and relevance through expert feedback and empirical testing.