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A quasi-experimental pre-test/post-test design recruited 50 participants (mean age 17.38 years) divided into intervention and control groups. Over 8 weeks, the intervention group completed 24 one-hour game sessions, with mid-test and post-test at 4 and 8 weeks. Balance, position sense, eye-hand coordination and motor proficiency were assessed using Stork, sharpened Romberg, Y Balance, Purdue Pegboard, and Bruininks–Oseretsky tests, with repeated-measures ANOVA showing significant intervention gains across most outcomes.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improving-coordination-proprioception-balance-and-motor-proficiency-in-down-syndrome-with-developmental-games/414795/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improving-coordination-proprioception-balance-and-motor-proficiency-in-down-syndrome-with-developmental-games/414795.png","ImageObject",300,407,{"name":92,"@type":93},"Genevieve","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What was the study’s main aim regarding Down syndrome?","Question",{"text":113,"@type":114},"To assess whether corrective-developmental games improve proprioception, coordination, balance, and motor proficiency in individuals with Down syndrome.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was the intervention delivered, and for how long?",{"text":118,"@type":114},"The intervention group participated in a series of fine-gross and univariate–multivariate games for 8 weeks, totaling 24 one-hour sessions.",{"name":120,"@type":111,"acceptedAnswer":121},"Which tests were used to measure outcomes such as balance and motor proficiency?",{"text":122,"@type":114},"Balance was assessed with the Stork test, sharpened Romberg test, and Y Balance test; eye–hand coordination and position sense were evaluated using the Purdue Pegboard test and knee position sense with a goniometer; motor proficiency was measured using the Bruininks–Oseretsky test.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},414795,1791138656,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},1374391974585,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","DOI: 10.1113/EP092739  \nRESEARCH ARTICLE  \nImproving coordination, proprioception, balance and motor proficiency in Down syndrome with developmental games  \nAlireza Rezaee1  Hasan Daneshmandi1  Hesam Ramezanzade2  Sahar Mohammadzadeh2   Mert Kurnaz3  Mustafa Altınkök4  \n1Sport Injuries and Corrective Movements Department, Gilan University, Rasht, Iran  \n2 Department of Sport Sciences, School of Humanities, Damghan University, Damghan, Iran  \n3 Department of Physical Education and Sport Teaching, Faculty of Sport Sciences, Haliç University, Istanbul, Türkiye  \n4 Department of Physical Education and Sport Teaching, Faculty of Sport Sciences, Akdeniz University, Antalya, Türkiye  \nCorrespondence  \nMert Kurnaz, Department of Physical Education and Sport Teaching, Faculty of Sport Sciences, Haliç University, 34060, Istanbul, Tü[rkiye. Email:](rkiye. Email: mertkurnaz@halic.edu.tr)[ mertkurnaz@halic.edu.tr](rkiye. Email: mertkurnaz@halic.edu.tr)  \nHandling Editor: Shigehiko Ogoh  \nAbstract  \nThis study aimed to investigate the impact of corrective-developmental games on proprioception, coordination, balance and motor proficiency in individuals with Down syndrome. The current quasi-experimental study with pre-test and post-test design explores the impact of corrective-developmental games (fine-gross motor skill games and univariate-multivariate games) on the proprioception, coordination, balance and motor proficiency of individuals with Down syndrome. The research sample comprises 50 individuals with Down syndrome, with an average age of 17.38 years, divided into two groups: intervention (13 men and 13 women) and control (12 men and 12 women). After the pre-test, the intervention group participated in a series of games, including fine-gross games and univariate–multivariate games, for 8 weeks (24 1-h sessions in total). Mid-test and post-test were conducted after 4 and 8 weeks, respectively. To assess balance, the Stork test (test–retest reliability: 0.59), Sharpened Romberg test (reliability: 0.76–0.91) and Y Balance test (reliability: 0.84–0.87) were used. The Purdue Pegboard test and knee position sense with a goniometer (open and closed eyes) evaluated eye–hand coordination and sense of position. The Bruininks– Oseretsky test (retest coefficient: 0.78–0.86) measured motor proficiency. Repeated measures ANOVA revealed significant improvements in the intervention group for static balance (Stork test, P = 0.001), dynamic balance (Y test, P = 0.001), position sense(open eyes: P = 0.001, closed eyes: P = 0.001), two-hand coordination(P = 0.001), preferred hand coordination (P = 0.001), gross motor proficiency (P = 0.001), upper limb coordination (P = 0.001) and total motor proficiency (P = 0.001). The intervention group significantly outperformed the control group post-intervention on all measures except the Stork test and fine motor proficiency. The findings of this research confirm the beneficial effect of games-based interventions on motor fitness and correctivedevelopmental indicators in Down syndrome. Future studies should investigate the long-term impact on daily life activities and generalizability to similar populations. The results have potential implications for designing effective interventions to enhance motor skills in individuals with Down syndrome.  \nThis is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.  \n© 2025 The Author(s). Experimental Physiology published by John Wiley & Sons Ltd on behalf of The Physiological Society.  \nREZAEE ET AL.  \nKEYWORDS  \ncorrective games, Down syndrome, gross and fine motor proficiency, Oseretsky test, sense of position  \n1  INTRODUCTION  \nDown syndrome, also known as trisomy 21, is a genetic disorder caused by the presence of an extra chromosome 21 (Esbensen et al., 2024). This extra genetic material causes a range of physical and cognitive s","cbCaipabawnCE1fa","https://ap.wps.com/l/cbCaipabawnCE1fa","pdf",573373,14,"English","# Introduction\n## Down syndrome background\n## Cognitive and motor impairments\n# Methods\n## Study design and participants\n## Intervention games\n## Assessment tests\n# Results\n## Balance and proprioception outcomes\n## Coordination and motor proficiency outcomes\n# Discussion\n## Implications for intervention design","[{\"question\":\"What was the study’s main aim regarding Down syndrome?\",\"answer\":\"To assess whether corrective-developmental games improve proprioception, coordination, balance, and motor proficiency in individuals with Down syndrome.\"},{\"question\":\"How was the intervention delivered, and for how long?\",\"answer\":\"The intervention group participated in a series of fine-gross and univariate–multivariate games for 8 weeks, totaling 24 one-hour sessions.\"},{\"question\":\"Which tests were used to measure outcomes such as balance and motor proficiency?\",\"answer\":\"Balance was assessed with the Stork test, sharpened Romberg test, and Y Balance test; eye–hand coordination and position sense were evaluated using the Purdue Pegboard test and knee position sense with a goniometer; motor proficiency was measured using the Bruininks–Oseretsky test.\"}]","Improving coordination, proprioception, balance and motor proficiency in Down syndrome with developmental games | PDF",1790598751,35]