The effects of hemsball on the motor proficiency of students with intellectual disabilities

Işık, Meltem; Zorba, Erdal

doi:10.1080/20473869.2018.1488534

Cited by 15 publications

(21 citation statements)

References 29 publications

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“…() reported a significantly higher post‐test balance skills value or pretest to post‐test change value in balance skills in the intervention groups than in the control groups, respectively. Finally, a significant pretest to post‐test improvement in balance skills was reported in the intervention group by Işık and Zorba () and in both the intervention and the control groups by Kubilay et al . ().…”

Section: Resultsmentioning

confidence: 77%

“…As shown in Table , no significant post‐test difference in balance skills was found between intervention and control groups in the study of Kubilay et al . (), whereas Işık and Zorba () and Gupta et al . () reported a significantly higher post‐test balance skills value or pretest to post‐test change value in balance skills in the intervention groups than in the control groups, respectively.…”

Section: Resultsmentioning

confidence: 97%

“…; Kubilay et al . ) or on hemsball game skills (Işık & Zorba ). These interventions lasted from 6 to 12 weeks ( M weeks = 8.7, SD weeks = 3.1), and training sessions were held three times a week and lasted from 30 to 60 min ( M times = 45, SD times = 21.2).…”

Section: Resultsmentioning

confidence: 99%

“…As shown in Table 3, no significant post-test difference in balance skills was found between intervention and control groups in the study of Kubilay et al (2011), whereas Işık and Zorba (2018) and Gupta et al (2011) reported a significantly higher post-test balance skills value or pretest to post-test change value in balance skills in the intervention groups than in the control groups, respectively. Finally, a significant pretest to post-test improvement in balance skills was reported in the intervention group by Işık and Zorba (2018) and in both the intervention and the control groups by Kubilay et al (2011). Table 4 presents the results of the quality assessment of the reviewed studies.…”

Section: Adolescent Samplesmentioning

confidence: 85%

“…In studies on adolescents (Table 2), the intervention focused mainly on balance and/or strength exercises (Gupta et al 2011;Kubilay et al 2011) or on hemsball game skills (Işık & Zorba 2018). Figure 1 Results of search based on the preferred reporting items for systematic reviews and meta-analyses statement (Liberati et al 2009 This study comprises two intervention groups: balance and strength.…”

Section: Intervention Programme and Control Conditionmentioning

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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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: 77%

Section: Resultsmentioning

confidence: 97%

Section: Resultsmentioning

confidence: 99%