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Adolescents with intellectual disabilities display maladaptive behaviors in activities of daily living because of physical abnormalities or neurological disorders. These adolescents typically exhibit poor locomotor performance and low cognitive abilities in moving the body to perform tasks (e.g., throwing an object or catching an object) smoothly,...
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... For TD, they dribbled step over step; for ID, they dribbled step by step with less single-leg stance time. Previous studies have indicated that people with ID have relatively poor balance [1,[32][33][34] and low physical fitness [35]. Most of them summarized that people with ID had impaired central nervous systems, which leads to weak muscle strength and slower balancing reactions. ...
Measuring motor performance in individuals with intellectual disabilities (ID) is quite challenging. The objective of this study was to compare the motor performances of individuals with ID and those with typical development (TD) during soccer dribbling through video-based behavior-coded movement assessment along with a wearable sensor. A cross-sectional research design was adopted. Adolescents with TD (N = 25) and ID (N = 29) participated in the straight-line and zigzag soccer dribbling tests. The dribbling performance was videotaped, and the footage was then analyzed with customized behavior-coding software. The coded parameters were the time for movement completion, the number of kicks, blocks, steps, the number of times the ball went out of bounds, the number of missed cones, and the trunk tilt angle. Participants with ID exhibited significantly poorer performance and demonstrated greater variances in many time and frequency domain parameters. It also revealed that participants with ID kicked with both feet while dribbling, whereas those with TD mainly used the dominant foot. The present findings demonstrated how the ID population differed from their peers in lower-extremity strategic control. The customized video-based behavior-coded approach provides an efficient and effective way to gather behavioral data and calculate performance parameter statistics in populations with intellectual disabilities.
Aim: This study was carried out in order to examine whether there is a difference between the quality of life and motor skills of children with intellectual disability who participate in physical education activities and those who do not participate. Method: This study was conducted with a total of 34 children with 16 children in the control group (8 girls, 8 boys) and 18 children in the experimental group (11 boys, 7 girls) using a pre-test, post-test and control group experimental design. A 14-week "Physical Education Activities Program" was applied to the children in the experimental group. Children in the control group did not participate in physical education activities. The Bruininks Oseretsky test of motor proficiency second edition brief form 2010 to measure the motor performance and "Pediatric Quality of Life Inventory (PedsQL)" developed by Varni et al. in 1999 were used for children with intellectual disability. Findings: When the motor skill tests of the children with intellectual disability in the experimental group were evaluated, significant improvements were found in fine motor precision, fine motor integration, manual dexterity, bilateral coordination, balance, speed and agility, upper limb coordination, strength tests and all dimension scores for quality of life compared to the pre-test (p < 0.05). In the control group, a statistically significant improvement was observed in the quality of life Physical Functioning score and fine motor integration, bilateral coordination, and upper limb coordination tests (p < 0.05). More significant improvement was observed in motor skills and quality of life in children with intellectual disability who participated in the 14-week physical education program compared to the control group. Conclusion: Physical education activities contributed positively to improving the motor skills and quality of life of children with intellectual disability.
