Evaluating the Effectiveness of School-Based Physiotherapy Interventions on the Participation and Performance of Children with Cerebral Palsy in Sports Activities

Abstract

Introduction: The impact of Cerebral Palsy (CP) on motor function hinders a child’s ability to engage in physical and recreational activities, including sports. Particularly, physiotherapy practices within the educational setting have emerged as a therapy modality that aims at the promotion of motor skills, physical conditioning, and social interaction of children with CP. The objective of my study was to determine the level of effectiveness of these interventions in relation to increased sports participation and performance among children with CP in the school setting. The study adopted a descriptive cross-sectional survey approach with a total of 215 participants consisting of physiotherapists, special education teachers, and parents as well as school administrators. Structured questionnaires were administered to solicit quantitative and qualitative information and determine the availability, implementation, and impact of physiotherapy interventions. Quantitative data were analysed using descriptive statistics, and qualitative data using thematic analysis, both using SPSS Version 26. The study results demonstrated considerable enhancement in gross motor skills, coordination, balance, and sports participation amongst children who were supported by school-based physiotherapy programmes. Other noted outcomes included improved psychosocial attributes of self-esteem and social interaction for the peers and the children with Cerebral Palsy. The overwhelming challenges still remain on the insufficiently trained staff and limited school resources, poor infrastructural facilities, and absence of policy frameworks at the school level. The findings of this study are consistent with existing literature on the need to incorporate rehabilitation services into the school system to promote inclusiveness and physical development. School physiotherapy was found to improve social inclusion as well as physical performance. However, systemic problems such as siloed service provision and poor interdisciplinary collaboration remain barriers to the best possible outcomes. School-based physiotherapy promotes comprehensive development in children with CP. These services need to be included in the school health and sports programmes to improve the overall health and social outlook of these children. There is an increased need for policies, funding, and interprofessional efforts to enhance and maintain the benefits of these interventions.