The Process Through Which the Characteristics of Archery Generate Educational and Therapeutic Effects for Children with Intellectual Disabilities

This study aimed to qualitatively examine how the characteristics of archery and its instructional methods contribute to educational and therapeutic changes in children with intellectual disabilities, drawing on the perspectives of instructors and parents.Semi-structured interviews were conducted with three instructors working at a private archery facility and two parents raising children with severe intellectual disabilities.The recorded interviews were transcribed and analyzed using Kinoshita's Modified Grounded Theory Approach (M-GTA).The analysis revealed that archery provides an accessible environment for children with intellectual disabilities due to its adjustable equipment, simple and easily understandable rules, and repetitive routines that support predictable participation.Effective instructional approaches included building trust through communication, adopting a long-term perspective with finely graded small steps, providing individualized support and safety management, and incorporating nonverbal and visual cues.Through these practices, various educational and therapeutic effects were observed, such as improvements in posture, sensory integration, visual attention, cognitive functioning, self-regulation, and interpersonal communication.These positive changes also contributed to increased parental reassurance and reduced caregiver stress, creating a beneficial cycle between the child's development and the family environment.Although the findings are based on a small number of cases and thus have limited generalizability, the study suggests that archery can serve as a promising practical platform for individualized, stepwise interventions grounded in sensory integration theory.早期公開