Christophe Maïano1,2, Olivier Hue3, Johanne April4. 1. Cyberpsychology Laboratory, Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO), Gatineau, Québec, Canada. 2. Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO), Saint-Jérôme, Québec, Canada. 3. Department of Physical Activity Sciences, Université du Québec à Trois-Rivières, Trois-Rivières, Québec, Canada. 4. Department of Education Sciences, Université du Québec en Outaouais (UQO), Saint-Jérôme, Québec, Canada.
Abstract
BACKGROUND: This systematic review is a synthesis of studies concerning: (a) mastery, deficits, and/or delays in fundamental movement skills (FMS) among children and adolescents with intellectual disabilities; (b) comparisons of FMS between children and adolescents with intellectual disabilities and those with typical development (TD); and (c) correlates of FMS. METHOD: A systematic electronic search was performed in 12 databases. Seventeen studies, published between 1951 and 2017, met the inclusion criteria. RESULTS: Children with intellectual disabilities exhibited a lack of mastery and deficits/developmental delays in FMS. They tended to have significantly lower FMS performance than children with TD. Adolescents with intellectual disabilities had developmental delays in balance skills, but were not compared with adolescents with TD. Mastery or deficits in FMS were not explored. Several variables were significantly correlated with FMS among children and adolescents with intellectual disabilities. CONCLUSION: In future studies, FMS should be examined as an important outcome among children and adolescents with intellectual disabilities.
BACKGROUND: This systematic review is a synthesis of studies concerning: (a) mastery, deficits, and/or delays in fundamental movement skills (FMS) among children and adolescents with intellectual disabilities; (b) comparisons of FMS between children and adolescents with intellectual disabilities and those with typical development (TD); and (c) correlates of FMS. METHOD: A systematic electronic search was performed in 12 databases. Seventeen studies, published between 1951 and 2017, met the inclusion criteria. RESULTS:Children with intellectual disabilities exhibited a lack of mastery and deficits/developmental delays in FMS. They tended to have significantly lower FMS performance than children with TD. Adolescents with intellectual disabilities had developmental delays in balance skills, but were not compared with adolescents with TD. Mastery or deficits in FMS were not explored. Several variables were significantly correlated with FMS among children and adolescents with intellectual disabilities. CONCLUSION: In future studies, FMS should be examined as an important outcome among children and adolescents with intellectual disabilities.
Authors: Federico Quinzi; Giuseppe Vannozzi; Valentina Camomilla; Maria Francesca Piacentini; Florin Boca; Eric Bortels; Eva Kathrein; Adrian Magyar; Fabio Verdone; Paola Sbriccoli Journal: Int J Environ Res Public Health Date: 2022-02-14 Impact factor: 3.390
Authors: Samantha J Downs; Lynne M Boddy; Bronagh McGrane; James R Rudd; Craig A Melville; Lawrence Foweather Journal: BMJ Open Sport Exerc Med Date: 2020-11-19