- Title
- Assessing the physical fitness level of children with intellectual disability in the Grahamstown region of the Eastern Cape, and subsequently designing, implementing and evaluating the efficacy of an exercise intervention
- Creator
- Parsons, Samantha Lee
- Date Issued
- 2017
- Date
- 2017
- Type
- Thesis
- Type
- Masters
- Type
- MSc
- Identifier
- http://hdl.handle.net/10962/19723
- Identifier
- vital:22478
- Description
- Background: Extensive research has addressed physical fitness as an agent in promoting health and well-being; however, there is little research on this topic for special populations, such as individuals with intellectual disability and even less relating to the South African context. Children with intellectual disability attending special need schools in disadvantaged communities in the Eastern Cape have lacked the opportunity to participate in structured physical education programs. Implementing a solution to this problem was seen to be a challenge, due to the lack of informative research and available data. Aims: The purpose of this research was two-fold; firstly, it aimed to identify the physical fitness levels of the intellectually disabled children in the Grahamstown region of the Eastern Cape province of South Africa; and secondly, it aimed to implement and evaluate the efficacy of an exercise intervention programme on physical fitness in a local school for children with intellectual disability. Phase 1: The descriptive study compared basic anthropometric as well as physical fitness measures from a sample of participants with intellectual disability (n=29) with a comparable sample of typically developed children (n=25). There were 15 males and 14 females in the intellectually disabled sample group, with an average age of 10.69 ± 1.26 years, and the typically developed sample had 13 males and 12 females, with an average age of 10.51 ± 0.74 years. The anthropometric measures included stature and mass; while the health-related physical fitness components included cardiorespiratory endurance, muscular endurance, strength, body composition, and flexibility; and the skill-related physical fitness components were balance, agility, speed, power, coordination and reaction time. The results revealed that the children with intellectual disability were significantly shorter in stature and lighter in mass (p <0.001) compared to their typically developed peers. Muscular endurance and strength, balance, speed, power, coordination and reaction time were poorer among those with intellectual disabilities (p <0.05). Cardiorespiratory endurance, flexibility and agility were similar between groups. Results of the correlation analyses determined significant (p <0.05) relationships between certain health-related and/or skill-related physical fitness components, which were instrumental for selecting measures for Phase 2. The physical fitness components that had the most significant (p <0.05) correlations were speed with five significant correlations, both muscular endurance and balance with six, coordination with seven, and power with eight significant correlations of the eleven physical fitness components. The comparative results, in conjunction with the correlations, determined that the most suitable physical fitness components to be implemented in the exercise intervention for Phase 2 were muscular endurance, balance, and power. Phase 2: The intervention study was a case-control study (intervention group: n = 16; control group: n = 15), whereby the intervention group was exposed to an 8-week multi-modal exercise intervention training muscular endurance, balance and power. Pre-and post-intervention measures were performed using the same eleven physical fitness tests as in Phase 1. The interaction effects and effect sizes were determined and the results showed significant improvements and large effect sizes for the intervention group’s performance of muscular endurance (p=0.026; d=0.617) and power (p<0.000; d=0.999), whereas no significant changes were found for balance. Furthermore, the exercise intervention also impacted the overall level of physical fitness, as significant changes were found for cardiorespiratory endurance (p<0.001; d=0.98), strength (p=0.021; d=0.654) and flexibility (p=0.032; d=586). In conclusion, the exercise intervention was effective for improving the intellectually disabled participants’ muscular endurance and power but not found effective for balance.
- Format
- 177 leaves
- Format
- Publisher
- Rhodes University
- Publisher
- Faculty of Science, Human Kinetics and Ergonomics
- Language
- English
- Rights
- Parsons, Samantha Lee
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