Chen C-C Jj, Ryuh Y-J, Donald M, Rayner M
Department of Kinesiology, Mississippi State University, Mississippi State, MS, USA.
Department of Kinesiology, Sonoma State University, Rohnert Park, CA, USA.
Int J Dev Disabil. 2021 Feb 5;68(5):703-711. doi: 10.1080/20473869.2021.1882716. eCollection 2022.
: Physical activity has been proposed as a context to foster the healthy development of individuals and reduce the risk of many chronic problems. This study evaluates the impact of badminton lessons on health and wellness in young adults with intellectual disabilities (ID). Eighteen participants with ID (14 males and 4 females, aged 19-26) and with little or no experience in badminton were assigned to an exercise group and a control group. The curriculum selected was Shuttle Time Starter Lessons. The exercise group practiced for 50 min each session, twice a week for 10 lessons with peers, while the control group maintained a regular life schedule. Physiological measures, motor performance, Special Olympics Individual Badminton Skills Assessment; and psychological measures were conducted before and after the program. A Wilcoxon signed-rank test was conducted to compare pre- and post-tests in each group. The significantly reduced resting heart rate, longer walking distances in the 6-minute walk test, and better performance in badminton skills were evident in the exercise group. Further, a significantly increased left frontal alpha asymmetry was seen in the exercise group with participants expressing positive effects after the inclusive badminton program. Finally, resting EEG frontal asymmetry seemed to be reflective of emotion in persons with ID. Shuttle Time Badminton Lessons could be feasible for adults with ID. School teachers and coaches may adapt it to improve health and wellness and acquire badminton skills in adults with ID. In addition, the inclusive environment can motivate their participation.
体育活动被认为是促进个人健康发展和降低许多慢性疾病风险的一种方式。本研究评估了羽毛球课程对智障青年健康状况的影响。18名智障参与者（14名男性和4名女性，年龄在19至26岁之间），几乎没有或没有羽毛球经验，被分为运动组和对照组。所选课程为“穿梭时光入门课程”。运动组每次练习50分钟，每周两次，与同伴一起进行10次课程，而对照组保持正常生活作息。在课程前后进行了生理指标、运动表现、特奥会个人羽毛球技能评估以及心理指标的测量。对每组的前后测试进行了Wilcoxon符号秩检验。运动组的静息心率显著降低，6分钟步行测试中的步行距离更长，羽毛球技能表现更好。此外，运动组的左额叶α波不对称性显著增加，参与者在参与包容性羽毛球课程后表现出积极效果。最后，静息脑电图额叶不对称性似乎反映了智障者的情绪。“穿梭时光”羽毛球课程对智障成年人可能是可行的。学校教师和教练可以对其进行调整，以改善智障成年人的健康状况，使其掌握羽毛球技能。此外，包容性的环境可以激发他们的参与度。
