Impacts of virtual reality-aided physical training on the balance ability and energy expenditure of children with moderate intellectual disability.

AIM/OBJECTIVE: To investigate the impact of Virtual Reality (VR)-aided training on balance ability, energy expenditure, and tennis learning outcomes in children with moderate intellectual disabilities.

MATERIALS AND METHODS

Participants were assigned to either a VR-aided training group (experimental) or a traditional training group (control). Balance ability and energy expenditure were assessed using intelligent algorithms, while a custom questionnaire measured tennis learning interest, performance, and motivation. Pre- and post-intervention evaluations included dynamic and static balance, aerobic endurance, broad jump, and vital capacity.

CONCLUSION

VR-aided training significantly improved dynamic and static balance, aerobic endurance, and tennis skills, with the experimental group scoring on average two points higher than the control group. Energy expenditure decreased, with a maximum reduction of 60.52 kcal. No significant improvements were observed in the broad jump or vital capacity.

IMPACT

These findings highlight VR as an effective, engaging, and energy-efficient tool for enhancing motor control, aerobic fitness, and skill acquisition in physical education programs for children with moderate intellectual disabilities.