Cognitive profile of young well-trained athletes with intellectual disabilities

Biesen, Debbie Van; Mactavish, Jennifer; McCulloch, Katina; Lenaerts, Laetitia; Vanlandewijck, Yves

doi:10.1016/j.ridd.2016.03.004

Cited by 26 publications

(39 citation statements)

References 29 publications

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“…Perhaps a more applicable explanation could be that cognitive control and adequate focus of attention are important metacognitive skills to successful pacing (Brick et al, 2016). These metacognitive skills, and most specifically the proactive cognitive control (i.e., anticipatory, goal-oriented processing of information or planning) place a great demand on cognitive resources (Braver, 2012) and these higher order cognitive skills were previously demonstrated to be reduced in elite athletes with intellectual impairment (Van Biesen et al, 2016b), who already have, by the nature of their impairment, limited cognitive resources (Van Biesen et al, unpublished manuscript). People with intellectual impairment are also known to have deficits in a range of other complex higher-order skills that are relevant to pacing (e.g., problem-solving, logical reasoning, and language-dependent strategies such as self-talk; Aitchison et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…In their study, after doing a control test for age (5–14 years), pacing differences were distinguished between groups of school children in different stages of cognitive development. In another study it was demonstrated in a large sample of elite swimmers, athletes, basketball- and table tennis players with intellectual impairment that their cognitive abilities relevant to sport in general (e.g., visual processing, reaction and decision making speed, short-term memory and fluid reasoning) were significantly reduced compared to equally well-trained athletes without impairment (Van Biesen et al, 2016b), so it can be assumed that specific cognitive abilities relevant to pacing and performance in running (i.e., decision making, anticipation) will also be influenced by having an intellectual impairment. A first study exploring this analyzed the ability of runners with an intellectual impairment to maintain a pre-planned velocity over 400 m, an essential aspect of pacing (Van Biesen et al, 2016a).…”

Section: Introductionmentioning

confidence: 99%

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Pacing Profiles in Competitive Track Races: Regulation of Exercise Intensity Is Related to Cognitive Ability

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Pacing has been defined as the goal-directed regulation of exercise intensity over an exercise bout, in which athletes need to decide how and when to invest their energy. The purpose of this study was to explore if the regulation of exercise intensity during competitive track races is different between runners with and without intellectual impairment, which is characterized by significant limitations in intellectual functioning (IQ ≤ 75) and adaptive behavioral deficits, diagnosed before the age of 18. The samples included elite runners with intellectual impairment (N = 36) and a comparison group of world class runners without impairment (N = 39), of which 47 were 400 m runners (all male) and 28 were 1500 m-runners (15 male and 13 female). Pacing was analyzed by means of 100 m split times (for 400 m races) and 200 m split times (for 1500 m races). Based on the split times, the average velocity was calculated for four segments of the races. Velocity fluctuations were defined as the differences in velocity between consecutive race segments. A mixed model ANOVA revealed significant differences in pacing profiles between runners with and without intellectual impairment (p < 0.05). Maximal velocity of elite 400 m runners with intellectual impairment in the first race segment (7.9 ± 0.3 m/s) was well below the top-velocity reached by world level 400 m runners without intellectual impairment (8.9 ± 0.2 m/s), and their overall pace was slower (F = 120.7, p < 0.05). In addition, both groups followed a different pacing profile and inter-individual differences in pacing profiles were larger, with differences most pronounced for 1500 m races. Whereas, male 1500 m-runners without intellectual impairment reached a high velocity in the first 100 m (7.2 ± 0.1 m/s), slowly decelerated in the second race segment (−0.6 ± 0.1 m/s), and finished with an end sprint (+0.9 ± 0.1 m/s); the 1500 m runners with intellectual impairment started slower (6.1 ± 0.3 m/s), accelerated in the second segment (+0.2 ± 0.7 m/s), and then slowly decreased until the finish (F = 6.8, p < 0.05). Our findings support the hypothesis that runners with intellectual impairment have difficulties to efficiently self-regulate their exercise intensity. Their limited cognitive resources may constrain the successful integration of appropriate pacing strategies during competitive races.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Pacing Profiles in Competitive Track Races: Regulation of Exercise Intensity Is Related to Cognitive Ability

et al. 2016

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“…Therefore, the aim of the present study was to compare II and AB basketball player´s capacity to solve basketball game situations. A recent study revealed that well trained II-athletes performed significantly worse than AB-athletes in a generic cognitive test to assess executive functions and cognitive abilities relevant to sport (Van Biesen, Mactavish, McCulloch, Lenaerts & Vanlandewijck, 2016); based on this study, it can be hypothesized that II-basketball players decide significantly slower and less effectively in realistic basketball conditions than their ABpeers.…”

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confidence: 83%

Influence of intellectual impairment (II) on basketball players´ capacity to solve a game situation: towards evidence-based classification systems in II-basketball

Pinilla

Pérez-Tejero

Sampedro

et al. 2016

PSYE

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Basketball for athletes with intellectual impairment (II) requires the development of evidence-based eligibility systems to guarantee that only athletes with significant limitations performing basketball participate in these competitions. In addition, this is needed to re-include IIbasketball in the Paralympic program. To do this, it is required to investigate how II impacts on fundamental basketball activities. To address this need, the aim of this study was to compare ablebodied (AB) and II-players´ capacity to solve a game situation. A field test was designed ad hoc in which 38 elite II-players from France, Portugal, Australia and Japan who participated in the Global Games (2015) and 38 AB-basketball players competing in Spanish competitions, had to solve 8 standardized game situations. Results indicated that II-players spent significantly (p≤0.05) more time to decide (0.92±0.2s) than AB-players (0.63±0.1s) and to execute the solution (II: 3.01±0.4s; AB: 2.56±0.3s). Also, II-players made more rule infractions (II: 7.11±1.4; AB: 7.71±0.7), more feints (II: 1.37±1.4; AB: 0.3±0.6), more dribbles (II: 15.08±3.9; AB: 12.29±2.3) and they performed less successful solutions (II: 4.42±1.5; AB: 5.39±1.3). However, no differences were found in number of correct decisions made. Decision time, number of dribbles and situations in which they succeeded were the variables that best discriminated between II and AB-players. These results confirmed the negative influence of II on players´ capacity to solve a basketball game situation. The calculated discriminant function let us establish the minimum scores from this test that indicates significant limitations on the capacity to solve a game situation. These scores are applicable to determine eligibility criteria in IIbasketball worldwide. Keywords: Classification, eligibility systems, Paralympics, decision making. Influencia de la discapacidad intelectual (DI) en la capacidad de los jugadores de baloncesto para resolver una situación de juego: hacia los sistemas de clasificación basados en la evidencia en baloncesto-DI RESUMEN:El baloncesto para personas con discapacidad intelectual (DI) requiere del desarrollo de sistemas de elegibilidad basados en la evidencia que garanticen la participación en estas competiciones únicamente de deportistas con limitaciones significativas para practicar baloncesto. Además, esto es

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“…INAS recognizes the definition of II given by the World Health Organisation and American Association on Intellectual and Developmental Disabilities (AAIDD), which stipulates three conditions that an athlete should demonstrate: Impairment of Intellectual functioning (IQ≤75), limitations in adapted behaviour, and the impairment must be evident during the developmental period (from conception to 18 years of age) (AAIDD, 2010). At the second step, sports intelligence of the athlete is evaluated, by performing the Generic Cognitive Test (Van Biesen, Mactavish, McCulloch, Lenaerts, & Vanlandewijck, 2016). Sports intelligence assessment focuses only on the cognitive abilities which are essential in sport, leaving apart other generic cognitive factors that are not relevant in sport situations.…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, the role of working memory in II poomsae performance remains unknown. Due to the fact that individuals with II often present reduced generic memory span (Lanfranchi, Cornoldi, & Vianello, 2004;Van Biesen, Mactavish, McCulloch et al, 2016), it is crucial to know its association with taekwondo poomsae specific memory. If that relationship exists (generic-sport specific memory), the influence of II on taekwondo poomsae performance will be better understood, being particularly evident during learning and memorizing processes.…”

Section: Introductionmentioning

confidence: 99%

Initial steps towards evidenced-based classification for Taekwondo poomsae athletes with intellectual impairments: a pilot study

Vivaracho¹,

Vanlandewijck²,

Biesen³

2019

Eur. J. Adapt. Phys. Act.

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The Paralympic classification process for athletes with intellectual impairments (II) requires sport-specific testing, developed on the basis of evidence about the impact of the underlying impairment on the performance in that sport. The main purpose of this explorative study was to assess the feasibility, reliability and validity of a novel taekwondo poomsae test in a sample of taekwondo poomsae athletes with II. The second purpose was to determine to what extent cognitive aspects of sports intelligence are related to poomsae performance. The final purpose was to understand the relationship between generic working memory and poomsae specific memory. Thirteen poomsae athletes with II (8 males and 5 females) performed four cognitive and executive function tests and a novel test, specifically developed for the purpose of this study, to assess taekwondo poomsae performance. Results revealed a significant positive correlation between psychomotor speed and poomsae performance (TPPS), both for the dominant hand (r=.766, p < .05) and non-dominant hand (r=.658, p < .05). Poomsae specific memory (TPMS) was found to be significantly correlated to mean (r=.704, p = .011) and maximum generic working memory (r=.655, p = .021). High reliability (TPPS r=.982, ICC=.97-.99, d=.041; TPMS r=.955, ICC=.99-.99, d=.058) (p<.05), feasibility and content validity established the taekwondo poomsae test as a potential tool to include in a future evidence-based classification system for taekwondo poomsae athletes with II.

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Cognitive profile of young well-trained athletes with intellectual disabilities

Cited by 26 publications

References 29 publications

Pacing Profiles in Competitive Track Races: Regulation of Exercise Intensity Is Related to Cognitive Ability

Pacing Profiles in Competitive Track Races: Regulation of Exercise Intensity Is Related to Cognitive Ability

Influence of intellectual impairment (II) on basketball players´ capacity to solve a game situation: towards evidence-based classification systems in II-basketball

Initial steps towards evidenced-based classification for Taekwondo poomsae athletes with intellectual impairments: a pilot study

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