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The Effects of Integrated Step Training into the Physical Education Curriculum of Children with Intellectual Disabilities

Author

Listed:
  • Pei-Fung Wu

    (Department of Kinesiology, Health and Leisure Studies, National University of Kaohsiung, Kaohsiung 811726, Taiwan)

  • Yu-Wei Chang

    (Department of Kinesiology, Health and Leisure Studies, National University of Kaohsiung, Kaohsiung 811726, Taiwan
    Kaohsiung Municipal Nanzih Special School, Kaohsiung 811622, Taiwan)

  • Tai-Been Chen

    (Department of Medical Imaging and Radiological Science, I-Shou University, Kaohsiung 824005, Taiwan)

  • Li-Ching Chang

    (School of Medicine for International Students, I-Shou University, Kaohsiung 824005, Taiwan)

Abstract

(1) Background: This study investigated the changes in step frequency, walking ability, and standing posture of students with intellectual disabilities by integrating step training into the students’ physical education curriculum; (2) Methods: The centroid formula was used to estimate the geometric center of the students’ bodies in video footage of each participant. Each participant’s stepping frequency per minute was recorded. After training, the teachers involved were interviewed regarding the participants’ everyday activities in school. Each step training session was recorded by two video cameras. Each step training session was observed and photographed by a senior physical education teacher with special education qualifications; (3) Results: The step training increased the stability of the participants’ body axes. The participants’ average steps per minute of the participants significantly improved from 24.200 ± 7.554 to 28.700 ± 8.629. Additionally, despite the students exhibiting anxious behavior (e.g., squeezing their hands and grasping at their clothes) at baseline, the frequency of these behaviors decreased significantly from week 4. Overall, the students’ daily activities, motivation, interpersonal interaction, self-confidence, and anxiety behaviors improved; (4) Conclusions: After the 8-week step program, the participants with intellectual disabilities improved their step frequency, movement stability, ability to perform daily activities, walking speed, motivation, interpersonal interaction, and self-confidence, and they exhibited a lower level of anxiety-related behaviors.

Suggested Citation

  • Pei-Fung Wu & Yu-Wei Chang & Tai-Been Chen & Li-Ching Chang, 2021. "The Effects of Integrated Step Training into the Physical Education Curriculum of Children with Intellectual Disabilities," IJERPH, MDPI, vol. 18(21), pages 1-12, October.
  • Handle: RePEc:gam:jijerp:v:18:y:2021:i:21:p:11340-:d:667062
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    References listed on IDEAS

    as
    1. Kelly Hsieh & Thessa I. M. Hilgenkamp & Sumithra Murthy & Tamar Heller & James H. Rimmer, 2017. "Low Levels of Physical Activity and Sedentary Behavior in Adults with Intellectual Disabilities," IJERPH, MDPI, vol. 14(12), pages 1-17, December.
    2. Félix Zurita-Ortega & José Luis Ubago-Jiménez & Pilar Puertas-Molero & Irwin Andrés Ramírez-Granizo & José Joaquín Muros & Gabriel González-Valero, 2020. "Effects of an Alternative Sports Program Using Kin-Ball in Individuals with Intellectual Disabilities," IJERPH, MDPI, vol. 17(15), pages 1-11, July.
    3. Cornelia Geukes & Janine Bröder & Änne-Dörte Latteck, 2019. "Health Literacy and People with Intellectual Disabilities: What We Know, What We Do Not Know, and What We Need: A Theoretical Discourse," IJERPH, MDPI, vol. 16(3), pages 1-11, February.
    Full references (including those not matched with items on IDEAS)

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