Development of a Problem-Based Learning Module Based on the Game of Bocce to Improve Gross Motor Skills and Social Interaction in Children with Intellectual Disabilities

Abstract

Children with Down syndrome often experience delays in gross motor skills and social interaction that limit their physical participation, independence, and quality of life, while adapted physical education in special schools generally remains teacher-centred and makes minimal use of interactive media. This study aimed to develop a bocce-based Problem-Based Learning (PBL) module for adapted physical education and to conduct a preliminary evaluation of its expert-based feasibility and practicality, of changes in gross motor performance following implementation, and of students’ social interaction observed during the learning activities. A Research and Development study using the ADDIE model was conducted in three phases: (1) product development with expert appraisal by physical-education, special-education, and practitioner reviewers; (2) a small-scale feasibility trial; and (3) field implementation with a one-group pretest–posttest preliminary outcome evaluation involving 17 children with Down syndrome at two special schools in Semarang. Gross motor performance was analysed with descriptive statistics, a paired-samples t-test, Cohen’s d, and N-gain; social interaction was assessed through structured observation during implementation. The products showed acceptable expert-based feasibility (instructional module 81.25%; worksheet 78.30%; module 74.60%) and high practicality (teacher 92.5%; student 90%). Gross motor performance improved significantly following implementation, from 51.10% to 79.96% (t(16) = 8.42, p < 0.001; Cohen’s d = 2.11; moderate N-gain = 0.57). Social interaction was observed at a favourable level (81%) during the activities; as no baseline was collected, this is a descriptive process indicator rather than an improvement outcome. The bocce-based PBL module demonstrated acceptable expert-based feasibility and high practicality and was associated with a significant improvement in gross motor performance, with favourable social interaction observed during implementation. These preliminary findings support the module as an adaptive learning alternative and warrant confirmation through controlled designs.