Harnessing Neuroplasticity: The Effect of Moderate Fitt-Structured Training on Gross Motor Development in Special Needs Learners
DOI:
https://doi.org/10.31851/hon.v9i1.20768Abstract
This study examines the effectiveness of moderate-intensity FITT-structured training in enhancing gross motor development among special needs learners, focusing on students with hearing impairments and intellectual disabilities. Grounded in neuroplasticity theory, the intervention was designed to stimulate functional motor adaptation through consistent, goal-oriented physical activities. Using a pre–post experimental design, the study involved 77 students from SLB Negeri Semarang (46 hearing-impaired and 31 intellectually disabled), comprising 38 males and 39 females. The intervention consisted of 12 sessions delivered twice weekly, totaling 100–120 minutes per week. Gross motor skills were assessed using TGMD-2, while fine motor skills were measured using the Nine-Hole Peg Test. Data analysis followed distribution and homogeneity assumptions, using Wilcoxon Signed-Rank tests for nonparametric data and paired-samples t-tests for normally distributed and homogeneous data. The results showed significant improvements across all groups: male and female hearing-impaired students demonstrated meaningful posttest gains (p = 0.003 and p = 0.039, respectively), while male students with intellectual disabilities also showed significant improvement (p = 0.001). Female students with intellectual disabilities exhibited a strong increase in motor performance as confirmed by the paired t-test (p < 0.001). These findings indicate that moderate FITT-based training effectively enhances gross motor proficiency in diverse special needs populations. The discussion highlights that the structured application of the FITT principle supports neuroplastic adaptation and motor learning, with dosage and intensity contributing to consistent functional gains. The study concludes that FITT-structured programs are both effective and feasible for implementation in special education. Implications emphasize the need for integrating systematic physical activity models into school curricula, while suggestions call for teacher training, individualized adaptation, and future longitudinal research.
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