scholarly journals A Close Look at the Physical Fitness Levels of Elementary Age Students with Intellectual Disabilities

2010 ◽  
Vol 19 (3-4) ◽  
pp. 19-34
Author(s):  
Kathryn Davis ◽  
Guili Zhang ◽  
Patricia Hodson ◽  
Boni Boswell ◽  
James Decker
Keyword(s):  
Physical Fitness ◽  
Intellectual Disabilities ◽  
Significant Finding ◽  
Healthy Weight ◽  
School Aged Children ◽  
Fitness Measures ◽  
Students With Intellectual Disabilities ◽  
Criterion Referenced ◽  
Unhealthy Weight ◽  
Fitness Levels

A Close Look at the Physical Fitness Levels of Elementary Age Students with Intellectual DisabilitiesIntroduction: Little is known about the physical fitness levels of school-aged children with intellectual disabilities, when comparing groups of healthy weight and unhealthy weight. Purpose: To compare the fitness levels of healthy weight and unhealthy weight children with intellectual disabilities in three elementary schools in the southeastern United States. Methods: Four fitness measures (PACER, Modified Curl-Ups, Modified Pull-ups, and the Back-Saver Sit-and-Reach) were obtained from 26 youth (10 girls, 16 boys; 10.01 + 1.22). Additionally, fitness levels of students who were overweight/obese were statistically compared with those with healthy weights. Results: A pattern of overall low fitness levels was found in comparison to criterion-referenced standards regarding all of the fitness measures, and students who were overweight/obese performed poorly compared to those with healthy weight. The only statistically significant finding was the comparison of healthy and unhealthy weight groups on the modified pullup. Conclusions: The study suggests a strong need for adaptive physical education and active recess programs that are appropriate for developing the fitness levels of elementary students with intellectual disabilities.

scholarly journals Relationship between Motor Competence, Physical Fitness, and Academic Achievement in Young School-Aged Children

2021 ◽  
Vol 2021 ◽  
pp. 1-7
Author(s):  
Maja Batez ◽  
Živan Milošević ◽  
Ivan Mikulić ◽  
Goran Sporiš ◽  
Draženka Mačak ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Physical Fitness ◽  
Motor Competence ◽  
Grade Point ◽  
Academic Challenges ◽  
School Aged Children ◽  
School Year ◽  
Children And Parents ◽  
Fitness Measures ◽  
Almost All

Children in schools are facing many academic challenges. Moreover, there is constant pressure on children and parents to maximize academic achievement. We aimed to determine the relationship between motor competence, physical fitness, and academic achievement in young school-aged children. Participants were 130 elementary school children ( mean ± SD 8.60 ± 0.61 years; 51 boys and 79 girls) from Serbia. The KTK (Körperkoordinations Test für Kinder) battery of tests was used to assess the motor competence in children; children’ physical fitness was assessed using the EUROFIT battery of tests, while academic achievement was assessed based on the children’s GPA (grade point average) scores at the end of the school year. Pearson’s r showed the weak to moderate relationships between the GPA and motor competence and physical fitness measures. The GPA correlates positively and significantly with almost all motor competence and physical fitness measures, but negatively with BMI ( p ≤ 0.05 ). However, the hierarchical linear regression indicated only the plate tapping and sit and reach as the significant predictors of the GPA. Although both tests positively affect the GPA, the plate tapping ( B = − 0.22 , p = 0.02 ) tends to influence the GPA more than the sit and reach test ( B = 0.18 , p = 0.04 ) after adjusting for effects of motor competence ( B = 0.19 , p = 0.03 ), age ( B = − 0.01 , p = 0.89 ), and BMI ( B = − 0.19 , p = 0.03 ). This study provides evidence demonstrating that academic achievement is generally associated with physical fitness and motor competence in children. However, plate taping and sit and reach were accounted as the most important predictors for academic achievement.

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