The impact of physical activity and sport programs on community participation for people with intellectual disability: A systematic review

Thomson, Allyson; Bridges, Samantha; Corrins, Briony; Pham, Jessica; White, Chloe; Buchanan, Angus

doi:10.3109/13668250.2020.1717070

Cited by 17 publications

(27 citation statements)

References 30 publications

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“…Although research on this topic is highly limited, some authors [38,39] have suggested that physical activity and behavioral interventions with complete groups could be useful for preventing disassociation among individuals with intellectual disabilities and promoting positive behaviors amongst the whole group. Others such as Thomson et al [40] provided, through their work, a collection of studies relating to intellectual disabilities and intervention through physical activity. Thus, the purpose of the present study was to examine the effects of a physical activity sports program using Kin-Ball within a group of individuals with intellectual disabilities, on decreasing sedentary behavior and increasing basic physical capacity (endurance, speed and strength, balance, and coordination).…”

Section: Participants and Proceduresmentioning

confidence: 99%

Effects of an Alternative Sports Program Using Kin-Ball in Individuals with Intellectual Disabilities

Zurita-Ortega

Ubago-Jiménez

Puertas-Molero

et al. 2020

IJERPH

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The first aim of the present work was to examine the effects of a physical activity sports program, specifically Kin-Ball, within a group of individuals with intellectual disabilities, on decreasing sedentary behavior and improving basic physical skills. The second aim was to evaluate social validity and acceptability of the intervention. In this pre-experimental study, 47 individuals participated (46.8% male and 53.2% female) with an average age of 29.85 (SD = 10.41). All participants were administered an intervention program based on the alternative sport of Kin-Ball. BMI was calculated for body composition and age-related Z-scores were interpreted with the tables provided by the WHO. Endurance was measured through a modified six-minute test, speed was analyzed using a 50 m test, and strength was estimated according to a hand-grip dynamometer. Likewise, balance and coordination were examined in line with adaptations proposed by the scientific literature. Results indicated that all cases experienced statistically significant differences following the intervention program (p = 0.000). Improvement effects were detected in all post-intervention tests (endurance, strength, speed, balance, and coordination). As a main conclusion, it is indicated that an alternative sports-based program improves physical ability and motor skills in individuals with intellectual disabilities.

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Section: Participants and Proceduresmentioning

confidence: 99%

Effects of an Alternative Sports Program Using Kin-Ball in Individuals with Intellectual Disabilities

Zurita-Ortega

Ubago-Jiménez

Puertas-Molero

et al. 2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…In the Special Olympics Movement, individuals with ID compete with others and research reports several motivational factors for participation, including better self-esteem and the opportunity to make social connections with coaches, teammates and opponents (Crawford et al, 2015). Based on a review, by Thomson et al (2020), significant research is required to better understand how engaging in sustainable and intentional PA or organised sport can support greater community participation, as well as the importance of inclusion for people with ID (Svanelöv et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Adolescents with intellectual disability (ID) and their perceptions of, and motivation for, physical activity and organised sports

Hansen

Nordén

Ohlsson

2021

Sport, Education and Society

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Individuals with intellectual disability (ID) are less physically active than individuals without ID, and rarely reach the recommended daily level of physical activity (PA). It is understood that both social interaction and the ability to perform physical work affect participation in daily activity as well as PA. Individuals with ID generally have a higher risk of hypertension and obesity-related cardiovascular diseases than individuals without ID. Professional service providers, teachers and parents are often those being asked about potential challenges related to PA, as it is more seldom that this knowledge comes from the target group (ID) themselves. This identifies a lack of knowledge about PA and sports for individuals with ID. The aim of this study was to identify perceptions of, and motivation for, PA and sports among adolescents with ID. Twelve Swedish male and female adolescents with ID participated in the study, which comprised one semi-structured interview. The interviews identified three main categories: Activity, Surroundings and Body-and health awareness. Adolescents with ID seemed intrinsic motivated to participate in PA, organised sports and activities in general. Support from significant others, teachers, family and friends and support as well as the feeling of joy are connected to normative beliefs which all seem crucial. The participants were aware of their limitations, but sometimes feel bullied and afraid of being excluded, which relates to their normative beliefs. Participation in PA and organised sports may be positively associated with health, but limitations such as lack of awareness and support from society challenge the perception of 'fitting in'. This research has raised the voice of adolescents with ID and identified the need for increased knowledge of their perceptions for a more inclusive world. School PE is an arena where adolescents can still be reached regarding PA and thereby should be prioritised.

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“…At the heart of our MOOC design, was the notion of community. Although terms such as participation, engagement, and involvement has been used interchangeably to capture characteristics of community activity (Thomson et al, 2020), in this study we found it more valuable to conceive community in more dynamic terms (i.e. action, acceptance, belonging).…”

Section: Building Communitymentioning

confidence: 69%

Massive open online courses (MOOCs) for professional development: meeting the needs and expectations of physical education teachers and youth sport coaches

Griffiths

Goodyear

Armour

2021

Physical Education and Sport Pedagogy

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BackgroundProfessional development (PD) in a range of occupations has become increasingly digitised. Numerous digital courses are available, with evidence that social media, blogs and apps are increasingly being used for PD. Yet despite clear benefits, there is little robust evidence on the characteristics of digital PD that impact positively on learning and practice, particularly for physical education (PE) teachers and youth sport coaches. This paper provides new insights into the characteristics of effective PD in the context of a complex digital landscape. Purpose While advocated as an innovative genre from which to optimise learners' proclivity for sharing, curiosity and discovery, little is known about how professional learners respond to Massive Open Online Courses (MOOCs) courses to inform their practice. The purpose of this study was to understand how participants responded to the learning design of two Massive Open Online Courses (n=13,104 from 155 countries) in the fields of physical education and youth sport coaching. MethodsDrawing from a mixed methodology, data were generated from semi-structured interviews (n=27) and online survey methods (n=66) with participants across both Massive Open Online Courses (MOOCs). Findings New data offer insights into the features of course design that practitioners found positive in promoting engagement. It was apparent in the data for example, that four features were influential: establishing relevance, facilitating bridging, designing for personalisation, and building community. Constructed themes reflect how participants organised and negotiated MOOC experiences, and illuminate the ways in which they navigated and used course content. Evidence from this study provides insights into the ways in which digital genre for PD might be structured to facilitate engagement, and presents broader challenges to the ways in which pedagogy is conceptualised and practiced online. ConclusionsThe refined focus on digital genre as a form of social action in this study seeks to ensure that learners needs can be met in a complex and ever-changing PD digital landscape. In this regard, a more nuanced approach is required that helps explicate the cognitive tools that participants engage as they organise their learning experiences on digital platforms, and how this aligns with their expectations and needs of online PD.

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The impact of physical activity and sport programs on community participation for people with intellectual disability: A systematic review

Cited by 17 publications

References 30 publications

Effects of an Alternative Sports Program Using Kin-Ball in Individuals with Intellectual Disabilities

Effects of an Alternative Sports Program Using Kin-Ball in Individuals with Intellectual Disabilities

Adolescents with intellectual disability (ID) and their perceptions of, and motivation for, physical activity and organised sports

Massive open online courses (MOOCs) for professional development: meeting the needs and expectations of physical education teachers and youth sport coaches

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