The role of psychosocial resources in the development of balance and general coordination in children with special educational needs

The role of psychosocial resources in the development of balance and general coordination in children with special educational needs

The findings show that psychosocial resources – such as the concept of self-efficacy, social support, emotional intelligence, family involvement, peer relationships, and inclusive environments – are essential for the development of motor skills in children with special educational needs. Research has shown that interventions combining psychosocial aspects and organized physical activities (dance, adapted football, motor therapy, virtual games) lead to significant improvements in balance and motor coordination, in addition to the psychosocial health of children.

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