Karakaş Gizem, Eroğlu Kolayiş Ipek, Bayazıt Betül
Faculty of Sport Sicence, Sakarya University of Applied Science, Sakarya, Turkey.
Faculty of Sport Science, Kocaeli University, Kocaeli, Turkey.
Int J Dev Disabil. 2024 Apr 11;71(5):777-787. doi: 10.1080/20473869.2024.2332751. eCollection 2025.
This study examined the effects of twenty-four weeks of long-term adapted physical activities (APA) on the motor development of children with intellectual disability (ID).
Twenty-one children with mild ID were included in this study. The Bruininks-Oseretsky Motor Proficiency Test-Second Edition (BOT-2) long form was used to measure motor proficiency. Pre-test data were obtained at the beginning of the study. The children in the experimental group participated in the APA for twenty-four weeks. Children in the control group were excluded. After twenty-four weeks, post-test measurements were performed for both groups. another twenty-four weeks passed without APA, and a retention test was conducted in the experimental group. All data were analyzed.
The results showed APA increased motor proficiency in the experimental group. However, the retention test scores showed a decrease in the motor proficiency of the experimental group if APA was not maintained.
Regular APA improved motor development in children with mild ID, but the skills regressed when activities were discontinued.
本研究探讨了为期24周的长期适应性体育活动（APA）对智障（ID）儿童运动发育的影响。
本研究纳入了21名轻度智障儿童。使用布鲁宁克斯-奥塞瑞斯基运动技能测试第二版（BOT-2）长式量表来测量运动技能。在研究开始时获取预测试数据。实验组儿童参加了24周的APA。对照组儿童被排除。24周后，对两组进行后测试测量。在没有APA的情况下又过去了24周，并在实验组进行了留存测试。对所有数据进行了分析。
结果显示APA提高了实验组的运动技能。然而，留存测试分数显示，如果不维持APA，实验组的运动技能会下降。
定期进行APA可改善轻度智障儿童的运动发育，但当活动停止时技能会退步。
