The physical and psychosocial impact of a school‐based running programme for adolescents with disabilities

Campagna, J.; Czyszczon, K.; Little, J.; Selby, C.; Wick, L.; Ferreira, D.; Oriel, K.

doi:10.1111/jir.13104

Cited by 3 publications

(2 citation statements)

References 70 publications

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“…Training or interventions aimed to enhance skills, including both motor [77][78][79][80][81][82][83][84] and cognitive skills [84][85][86], are proposed for disabled young people.…”

Section: Skillmentioning

confidence: 99%

“…Specifically, a football program demonstrated notable improvements in overall psychosocial skills, encompassing verbal communication, social interaction, transition, and task attention, among youth with autism spectrum disorder [86]. Additionally, a school-based running program proved effective in enhancing fitness and the quality of life for children with physical and cognitive disabilities [83]. Furthermore, a combined visual arts and exercise program exhibits improvements in communication skills and social behavior for students with autism spectrum disorders [87].…”

Section: Skillmentioning

confidence: 99%

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Exploring Physical Activity in Children and Adolescents with Disabilities: A Bibliometric Review of Current Status, Guidelines, Perceived Barriers, and Facilitators and Future Directions

Ma,

Liu,

Liu

et al. 2024

Healthcare

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Background: Physical activity contributes to both physiological and psychosocial benefits for children and adolescents with disabilities. However, the prevalence of physical inactivity is notably higher among disabled young people compared to their healthy peers. Despite this, there is a lack of constructed knowledge structure, evolutionary path, research hotspots, and frontiers in studies related to physical activity in young people with disabilities.Methods: The literature related to the research of physical activity in children and adolescents with disabilities was retrieved from the core collection of the Web of Science. The annual publication numbers and the timing, frequency, and centrality of the co-occurrence network with respect to journals, countries, institutions, authors, references, and keywords were analyzed. Additionally, clustering analysis and burst analysis were performed on the references and keywords. All analyses were conducted using CiteSpace. Results: A total of 1308 related articles were included. The knowledge structure of research on the physical activity of disabled children and adolescents, including annual publication numbers, influencing journals, countries, institutions, authors, references, and keywords along with their respective collaborative networks, has been constructed. Furthermore, the research foundation, current hot topics, and research frontiers have been identified by analyzing references and keywords. Conclusions: Current research hotspots include interventions, therapies, and programs aimed at enhancing specific skills, as well as addressing the satisfaction of competence to improve motivation and the effectiveness of physical activity. There is also a focus on the development of scales for quantitative studies. Future directions may be toward personalized interventions or programs to enhance physical activity levels among youth with disabilities.

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“…Training or interventions aimed to enhance skills, including both motor [77][78][79][80][81][82][83][84] and cognitive skills [84][85][86], are proposed for disabled young people.…”

Section: Skillmentioning

confidence: 99%

Section: Skillmentioning

confidence: 99%

Exploring Physical Activity in Children and Adolescents with Disabilities: A Bibliometric Review of Current Status, Guidelines, Perceived Barriers, and Facilitators and Future Directions

Ma,

Liu,

Liu

et al. 2024

Healthcare

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‘Walk Buds’: A walking intervention to increase physical activity, physical fitness, and emotional wellbeing, in 9–13 year old children with intellectual disabilities. Results of a clustered randomised feasibility trial

Mullhall,

Taggart,

McDermott

et al. 2024

Research Intellect Disabil

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BackgroundChildren with intellectual disability are less physically active and more sedentary than typically developing peers. To date no studies have tested the feasibility of a school‐based walking intervention for children with Intellectual Disability.MethodA clustered randomised controlled trial (cRCT), with an embedded process evaluation, was used to test the feasibility of a school‐based walking intervention. Eight schools (n = 161 pupils aged 9–13 years) were randomised into either an intervention arm or an ‘exercise as usual’ arm. Measures included physical activity, physical fitness and emotional wellbeing. Baseline and 3‐month follow‐up data were collected.ResultsThe ‘Walk Buds’ intervention was found to be acceptable to teaching staff and pupils, with an uptake rate of the walking sessions offered of 84%.ConclusionA number of challenges were experienced, relating to the COVID‐19 pandemic, and difficulties collecting accelerometer data. Barriers, facilitators and required changes identified through the mixed methods process evaluation are discussed.

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The effect of the Bilateral Integration exercise program on the cognitive functioning of pupils with moderate intellectual disabilities

Koper,

Lewandowska,

Rękosiewicz

2024

Front. Psychiatry

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IntroductionChildren with intellectual disability tend to exhibit lower performance in fundamental movement skills, such as locomotor skills, object control skills, and balance, compared to their typically developing peers. Evidence suggests that physical activity programs tailored for individuals with intellectual disabilities can positively influence the development of their motor skills. Similar to typically developing children, physical activity in children with intellectual disabilities stimulates not only physical development, but also brain function, resulting in cognitive benefits. However, the extent of physical activity’s impact on the cognitive functioning of this population remains insufficiently explored. The aim of our study was to assess the effectiveness of a motor exercise program based on the Bilateral Integration method implemented for pupils with moderate intellectual disabilities.MethodsThe sample consisted of 27 pupils with moderate intellectual disability (13 in the intervention group and 14 in the control group) from two special schools in Poland. Pupils in the intervention group participated in a modified version of the Bilateral Integration School Program - a 26-week physical activity program that included both individual and group sessions. The assessment of cognitive functioning, using the Fifth Edition of the Stanford–Binet Intelligence Subtests, was conducted over three time points in both groups: a pre-test before the intervention (T1), a post-test after the intervention phase end (T2) and a follow-up assessment three months after the post-test (T3).ResultsSignificant effects of the intervention compared to the control group were observed in certain cognitive variables. Repeated measures ANOVA revealed a significant group-by-time interaction for the Nonverbal Visual-Spatial Processing score, Nonverbal Working Memory score, as well as Verbal Fluid Reasoning.DiscussionThe original program based on the Bilateral Integration method proved effective for pupils with moderate intellectual disability. Preliminary results indicate improvements in cognition, particularly in working memory and visual-spatial processing. Further studies are necessary to assess the program’s efficacy comprehensively.

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The physical and psychosocial impact of a school‐based running programme for adolescents with disabilities

Cited by 3 publications

References 70 publications

Exploring Physical Activity in Children and Adolescents with Disabilities: A Bibliometric Review of Current Status, Guidelines, Perceived Barriers, and Facilitators and Future Directions

Exploring Physical Activity in Children and Adolescents with Disabilities: A Bibliometric Review of Current Status, Guidelines, Perceived Barriers, and Facilitators and Future Directions

‘Walk Buds’: A walking intervention to increase physical activity, physical fitness, and emotional wellbeing, in 9–13 year old children with intellectual disabilities. Results of a clustered randomised feasibility trial

The effect of the Bilateral Integration exercise program on the cognitive functioning of pupils with moderate intellectual disabilities

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