The effect of adapted play training on motor development of students with intellectual disabilities

Malekpour, Mokhtar; Isfahani, Arezoo Shahmive; Amiri, Shahrokh; Faramarzi, Salar; Heidari, Tahere; Shahidi, Mojtaba Ansari

doi:10.1179/2047387711y.0000000002

Cited by 13 publications

(10 citation statements)

References 9 publications

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“…Studies showed that the intervention groups have significantly higher post‐test balance skills (Chasey & Wyrick ; Abdel Rahman ; Malekpour et al . ; Reis et al . ) and overall FMS (Ross ) than the control groups.…”

Section: Resultsmentioning

confidence: 97%

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Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review

Maïano

April

2019

J intellect Disabil Res

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Background Children and adolescents with intellectual disabilities (ID) are characterised by deficits in fundamental movement skills (FMS). In youth with typical development, motor skill interventions have been recognised as an efficient means to improve FMS. However, the effects of these interventions among youth with ID have not yet been systematically reviewed. Purpose The purpose of the present systematic review was to summarise the findings from studies pertaining to the effects of motor skill interventions designed to improve FMS in children and adolescents with ID. Method A systematic literature search (without year restriction) was performed in 12 databases. Studies in press or published in English in a peer‐reviewed journal were included if: (1) participants were youth with ID aged 5 to 22; (2) motor skill interventions aimed to improve one or several FMS; and (3) they were experimental, quasi‐experimental or pre‐experimental. The Physiotherapy Evidence Database scale was used to assess the quality of the studies. Results Through the search strategy, 1083 articles were identified, and 14 studies published between 1969 and 2018 met the inclusion criteria. In studies with children, motor skill interventions successfully improved balance skills and overall FMS, whereas mixed and inconclusive results were found for locomotor skills. In studies with adolescents, motor skill interventions were shown to successfully improve balance skills. However, none of the motor skill interventions reviewed focused on locomotor and object control skills. Conclusions The reviewed motor skill interventions were effective in improving balance skills in both children and adolescents with ID as well as overall FMS in children with ID. Conversely, the effects of motor skill interventions targeting locomotor and object control skills remain unclear. Therefore, given the relatively small number of studies and their limitations, the present findings need to be interpreted with caution, and further rigorous studies are necessary.

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Section: Resultsmentioning

confidence: 97%

“…), whereas the others used an adapted play training (Malekpour et al . ), handball techniques (Mehralitabar et al . ), computerised games (i.e.…”

Section: Resultsmentioning

confidence: 99%

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Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review

Maïano

April

2019

J intellect Disabil Res

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“…The interventions were effective for youths with IDs when the intervention duration was 6–24 weeks and when the training sessions were held three times per week for a duration of 20–60 min for these youths. Such results were obtained when researchers employed adapted play training [ 56 ], virtual reality therapy [ 57 , 58 ], Hemsball game skills [ 33 ], strength and balance training [ 34 ], or Swiss ball exercises [ 35 ]. Additionally, several studies on youths with IDs [ 37 , 59 , 60 ] have reported improvements in motor proficiency following long-term PA interventions involving Drums Alive Kids Beats programs [ 59 ], Kin-Ball exercises [ 37 ], and PA promotion with a parental involvement component [ 60 ].…”

Section: Discussionmentioning

confidence: 99%

Effects of a Floor Hockey Intervention on Motor Proficiency, Physical Fitness, and Adaptive Development in Youths with Mild Intellectual Disabilities

Hsu

Yeh

Tsai

et al. 2021

IJERPH

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This study examined the effects of a 12-week floor hockey training program on the motor proficiency, physical fitness, and adaptive development of youths with mild intellectual disabilities (IDs). A total of 54 youths with IDs were divided into two groups: a floor hockey exercise group (EG; n = 27; age, 16.59 ± 0.56 years) and a control group (CG; n = 27; age, 16.65 ± 0.63 years). The participants in the EG attended sessions of a floor hockey training program 3 times per week over a 12-week period. The CG group maintained their standard activities of daily living. The participants’ scores on the Bruininks–Oseretsky Test of Motor Proficiency, Second Edition, Brockport Physical Fitness Test, and traditional Chinese version of the teacher form of the Adaptive Behavior Assessment System, Second Edition, were obtained before and after the intervention. The results of the study indicate that the 12-week floor hockey training program significantly increased the participants’ scores for most indicators of motor proficiency (p < 0.01), physical fitness (p < 0.01), and adaptive development (p < 0.01). The findings provide evidence that physical activity interventions focusing on floor hockey training are a viable therapeutic option for treating youths with IDs.

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“…Subjects with mental retardation who learned too many motor learning tasks were superior in retention after four weeks of no reinforcement for subjects who studied but did not learn too much [8]. Playing exercises can improve motor development in mentally retarded students [9]. When the play is adapted to the child's capabilities and characteristics (as it is adapted to the children with ID), the child is able to use his abilities according to the play type, and in this way the child can show his dormant abilities.…”

Section: Introductionmentioning

confidence: 95%

Improvement on Gross Motor Skills of Intellectual Disability Students through Games

Priyono¹,

Sahudi²,

Hendrayana³

2021

saj

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People with Intellectual Disability (ID) can and do learn new skills, but they learn them more slowly. Children and adults who were consistently retarded were found to be significantly lower than non-retarded people in measures of physical development, gross motor skills, and fine motor skills. The purpose of this study was to determine the effect of games toward gross motor skills on ID students. This study uses a quantitative method with a quasi-experimental design. Subjects were 28 moderate mental retardation students institutionalized at the Gelora Karya Special Needs School Majalengka, West Java, Indonesia. The Sig value obtained was 0.001 and the T-score was 3.774. The value of 0.025 is a significant level obtained from 0.05: 2 = 0.025 and 20 is the degree of freedom (df), namely n-k-1 = 22-1-1 = 20. These results indicate that games have an influence on students' motor skills. Games can develop themselves optimally in physical, motor, social, emotional and cognitive aspects. Moderate mentally retarded students have difficulty doing physical activities or basic movements. They can participate in playing activities but with simple directions, therefore they need practices that can develop their physical motor skills.

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The effect of adapted play training on motor development of students with intellectual disabilities

Cited by 13 publications

References 9 publications

Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review

Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review

Effects of a Floor Hockey Intervention on Motor Proficiency, Physical Fitness, and Adaptive Development in Youths with Mild Intellectual Disabilities

Improvement on Gross Motor Skills of Intellectual Disability Students through Games

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