目的 系统分析国内外动作技能干预对智力障碍儿童青少年基本动作技能影响的方法学特点和效果。方法 对CNKI、Wan Fang Data、EBSCO-SPORT、Web of Science、PubMed 5个数据库进行检索,检索日期从建库到2021年6月3日。对纳入文献的国家和地区、实验设计、样本、干预、测评和结果等信息进行提取,并使用PEDro对纳入文献进行方法学质量评价。结果 共纳入11篇文献,有效干预为100%;干预内容集中于平衡、力量和协调;游戏形式的低强度干预,单次干预时间40~60 min,每周2~3次,6~8周的干预较为适宜;测评工具以BOTMP使用数量最多,测评维度多集中于平衡技能。结论 动作技能干预可以有效提高智力障碍儿童青少年的基本动作技能。建议丰富干预内容,提高研究质量,加强我国样本的相关研究,并研制科学有效的智力障碍儿童青少年基本动作技能测评工具。
Abstract
Objective To systematically analyze the methodological characteristics and effects of motor skill interventions on the fundamental motor skills for children and adolescents with intellectual disabilities (ID) from related articles in home and abroad. Methods Articles were searched from the five databases from the establishment of the database to June 3rd, 2021, including CNKI, Wan Fang Data, EBSCO-SPORT, Web of Science and PubMed. Related data including countries and regions, experimental design, samples, interventions, evaluations and results were extracted. The methodological quality of the included articles was evaluated by PEDro. Results A total of 11 articles were included, and the effective intervention was 100%. The intervention content focused on balance, strength and coordination, mainly were low-intensive games. The appropriate intervention lasted for 6 to 8 weeks, with the frequency of 2 to 3 times/ week, 40 to 60 min/time. BOTMP was the most used evaluation tool, and the evaluation dimensions mainly focused on balance skills. Conclusions Motor skills intervention can effectively improve the fundamental motor skills of children and adolescents with ID. It is recommended to enrich the content of interventions, improve the quality of research, strengthen relevant researches on Chinese samples, and develop scientific and effective tools for evaluating fundamental motor skills of children and adolescents with ID.
关键词
基本动作技能 /
智力障碍 /
儿童青少年 /
干预 /
系统综述
Key words
fundamental motor skills /
intellectual disability /
children and adolescents /
intervention /
systematic review
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
参考文献
[1] Barnett LM, Stodden D, Cohen KE, et al. Fundamental movement skills: An important focus[J]. J Teac Phys Educ, 2016, 35(3): 219-225.
[2] Francis RJ, Rarick GL. Motor characteristics of the mentally retarded[J]. Am J Ment Defic, 1959, 63(5): 792-811.
[3] Rarick GL. Motor performance of mentally retarded children[J]. Phys Act, 1973, 10: 225-256.
[4] Bouffard M. Movement problem solutions by educable mentally handicapped individuals[J]. Adapt Phys Act Q, 1990, 7(2): 183-197.
[5] Logan SW, Robinson LE, Wilson AE, et al. Getting the fundamentals of movement: A meta-analysis of the effectiveness of motor skill interventions in children[J]. Child Care Health Dev, 2012, 38(3): 305-315.
[6] Engel AC, Broderick CR, Van Doorn N, et al. Exploring the relationship between fundamental motor skill interventions and physical activity levels in children: A systematic review and meta-analysis[J]. Sports Med, 2018, 48: 1845-1857.
[7] Brosseau L, Laroche C, Sutton A, et al. Une version franco-canadienne de la Physiotherapy Evidence Database (PEDro) Scale: L'chelle PEDro[J]. Physiother Can, 2015, 67(3):232-239.
[8] Abdel Rahman S. Efficacy of virtual reality-based therapy on balance in children with Down syndrome[J]. World Appl Sci J, 2010, 10(3): 254-261.
[9] Borji R, Sahli S, Baccouch R, et al. An open-label randomized control trial of hopping and jumping training versus sensorimotor rehabilitation programme on postural capacities in individuals with intellectual disabilities[J]. J Appl Res Intellect Disabil, 2018, 31(2): 318-323.
[10] Carter K, Sunderman S, Burnett SW. The effect of vestibular stimulation exercises on balance, coordination, and agility in children with Down syndrome[J]. Am J Psychiater Neurosci, 2018, 6(2): 28-32. [11] Dehghani M, Gunay M. The effect of balance training on static and dynamic balance in children with intellectual disability[J]. J Appl Environ Biol Sci, 2015, 5: 527-531.
[12] Gupta S, Rao BK, Kumaran SD. Effect of strength and balance training in children with Down's syndrome: A randomized controlled trial[J]. Clin Rehabil, 2011, 25: 425-432.
[13] Jaydari M, Rouzbahani M, Hasanvand R. The effect of traditional games the development of transfer and manipulation motor skills in boys with mental retardation[J]. Int J Phys Educ Sport Hlth, 2016, 3(6): 134-136.
[14] Malekpour M, Isfahani AS, Amiri S, et al. The effect of adapted play training on motor development of students with intellectual disabilities[J]. Int J Dev Disabil, 2012, 58(2): 120-127.
[15] Popa CE, Dobrescu T. The effectiveness of therapeutic physical exercises in improving balance and coordination in children with Down syndrome[J]. Rom J for Multidimensional Educ, 2017, 9(3): 89-102.
[16] 戚克敏. 体育游戏对智力障碍学生动作技能促进的实验研究[J]. 教育学术月刊, 2012, 9: 32-36.
[17] Regaieg G, Sahli S, Kermarrec G. Designed game situations enhance fundamental movement skills in children with Down syndrome[J]. J Intellect Disabil Res, 2020, 64(4): 271-279.
[18] Reis JRG, Neiva CM, Pessoa Filho DM, et al. Virtual reality therapy: Motor coordination and balance analysis in children and teenagers with Down syndrome[J]. Eur J Hum Mov, 2017, 38: 53-67.
[19] Bruininks R. Bruininks-Oseretsky test of motor proficiency[M]. Circle Pines, MN: American Guidance Service, 1978.
[20] Bruininks R, Bruininks B. Bruininks-Oseretsky test of motor proficiency (2nd edition) manual[M]. Circle Pines, MN: AGS Publishing, 2005.
[21] Ulrich DA. Test of gross motor development[M]. Austin, TX: Pro-Ed, 1985.
[22] Ulrich DA. Test of gross motor development 2nd edition (TGMD-2)[M]. Austin, TX: Pro-Ed, 2000.
[23] Berg K, Wood-Dauphinee S, Williams J, et al. Measuring balance in the elderly: Preliminary development of an instrument[J]. Physiother Can, 1989, 41(6): 304-311.
[24] Sloan W. The Lincoln-Oseretsky motor development scale[J]. Genet Psychol Monogr, 1951, 51(2): 183-252.
[25] Russell DJ, Rosenbaum PL, Cadman DT, et al. The gross motor function measure: A means to evaluate the effects of physical therapy[J]. Dev Med Child Neurol, 1989, 31(3): 341-352.
[26] Franjoine MR, Gunther JS, Taylor MJ. Pediatric Balance Scale: A modified version of the Berg Balance Scale for the school-age child with mild to moderate motor impairment[J]. Pediatr Phys Ther, 2003, 15(2): 114-128.
[27] 唐久来, 方玲玲, 王怡珍, 等. 智力发育障碍早期干预进展[J]. 中国康复理论与实践, 2020, 26(8): 881-884.
[28] Smits-Enelsman B, Hill EL. The relationship between motor coordination and intelligence across the IQ range[J]. Pediatrics, 2012, 130(4): e950-e956.
[29] Vuijk PJ, Hartman E, Scerder E, et al. Motor performance of children with mild intellectual disability and borderline intellectual functioning[J]. J Intellect Disabil Res, 2010, 54(11): 955-965.
[30] Butterfield SA, Loovis EM. Influence of age, sex, balance, and sports participation on development of throwing by children in grades k-8[J]. Percept Motor Skill, 1993, 76: 459-464.
[31] Vameghi R, Shams A, Dehkordi PS. The effect of age, sex and obesity on fundamental motor skills among 4 to 6 years-old children[J]. Pak J Med, 2013, 29(2): 586-589.
[32] Yang CH, Lin SJ, Tsai CY. Effect of sex, age, and BMI on the development of locomotor skills and object control skills among preschool children[J]. Percept Motor Skill, 2015, 121(3): 873-888.
PDF(616 KB)
