Start Date

17-6-2025 12:30 PM

End Date

17-6-2025 2:00 PM

Abstract

A Systematic Review of Gymnastics-Based Interventions on Motor Skills in Children with Intellectual Disabilities

Children and adolescents with intellectual disabilities (ID) often exhibit deficits in fundamental motor skills. To address these deficits, various structured movement programs, including gymnastics, are frequently utilized. Gymnastics incorporates activities such as statics, locomotion, springing, landing, and swinging, which can enhance endurance, strength, flexibility, agility, coordination, and overall body control. This systematic review examines the impact of gymnastics-based interventions on motor outcomes in children with ID.

Three databases were systematically searched, covering studies from 1980 to 2024. The quality of the evidence was assessed using Sackett's Levels of Evidence. Four studies met the inclusion criteria, comprising 73 participants aged 5 to 14. According to Sackett's criteria, three studies were classified as level III evidence, and one as level IV, indicating an overall low quality of evidence.

The results from level III (cohort studies) and level IV (cohort studies without concurrent control groups) supported improvements in balance (two studies), locomotor skills (two studies), strength (one study), and fine motor skills (one study). The motor skill assessments used across these studies varied and included tools such as the BOT-2, EuroFit Test Battery, sit-and-reach test, and wall-catch coordination test.

While the existing literature is limited, it provides preliminary evidence that gymnastics-based interventions can improve balance and locomotor skills in children with ID. However, further research is necessary, utilizing more rigorous methodologies, larger sample sizes, and standardized assessments to better generalize findings and evaluate the effectiveness of such interventions.

Key words: training, motor competence, tumbling, developmental disability, evidence-based practice

References

  • Akyol, B., & Pektas, S. (2018). The Effects of Gymnastics Training Combined with Music in Children with Autism Spectrum Disorder and Down Syndrome. International Education Studies, 11(11), 45-51.

  • Florian, B. Study on the Importance of Gymnastics Exercises in the Development of Children with Special Educational Requirements.

  • Giagazoglou, P., Kokaridas, D., Sidiropoulou, M., Patsiaouras, A., Karra, C., & Neofotistou, K. (2013). Effects of a trampoline exercise intervention on motor performance and balance ability of children with intellectual disabilities. Research in Developmental Disabilities, 34(9), 2701-2707.

  • Pezhman, S. (2017). Investigating the effectiveness of a gymnastics intervention on motor skills and balance of children ages 5-9 with autism spectrum disorder (Order No. 10646631). ProQuest Dissertations & Theses Global.

  • Sackett, D.L., Rosenberg, W.M., Gray, J.A., Haynes, R.B., & Richardson, W.S. (1996). Evidence-based medicine: What it is and what it isn’t. British Medical Journal, 312, 71-72.

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Jun 17th, 12:30 PM Jun 17th, 2:00 PM

A Systematic Review of Gymnastics-Based Interventions on Motor Skills in Children with Intellectual Disabilities

A Systematic Review of Gymnastics-Based Interventions on Motor Skills in Children with Intellectual Disabilities

Children and adolescents with intellectual disabilities (ID) often exhibit deficits in fundamental motor skills. To address these deficits, various structured movement programs, including gymnastics, are frequently utilized. Gymnastics incorporates activities such as statics, locomotion, springing, landing, and swinging, which can enhance endurance, strength, flexibility, agility, coordination, and overall body control. This systematic review examines the impact of gymnastics-based interventions on motor outcomes in children with ID.

Three databases were systematically searched, covering studies from 1980 to 2024. The quality of the evidence was assessed using Sackett's Levels of Evidence. Four studies met the inclusion criteria, comprising 73 participants aged 5 to 14. According to Sackett's criteria, three studies were classified as level III evidence, and one as level IV, indicating an overall low quality of evidence.

The results from level III (cohort studies) and level IV (cohort studies without concurrent control groups) supported improvements in balance (two studies), locomotor skills (two studies), strength (one study), and fine motor skills (one study). The motor skill assessments used across these studies varied and included tools such as the BOT-2, EuroFit Test Battery, sit-and-reach test, and wall-catch coordination test.

While the existing literature is limited, it provides preliminary evidence that gymnastics-based interventions can improve balance and locomotor skills in children with ID. However, further research is necessary, utilizing more rigorous methodologies, larger sample sizes, and standardized assessments to better generalize findings and evaluate the effectiveness of such interventions.

Key words: training, motor competence, tumbling, developmental disability, evidence-based practice

References

  • Akyol, B., & Pektas, S. (2018). The Effects of Gymnastics Training Combined with Music in Children with Autism Spectrum Disorder and Down Syndrome. International Education Studies, 11(11), 45-51.

  • Florian, B. Study on the Importance of Gymnastics Exercises in the Development of Children with Special Educational Requirements.

  • Giagazoglou, P., Kokaridas, D., Sidiropoulou, M., Patsiaouras, A., Karra, C., & Neofotistou, K. (2013). Effects of a trampoline exercise intervention on motor performance and balance ability of children with intellectual disabilities. Research in Developmental Disabilities, 34(9), 2701-2707.

  • Pezhman, S. (2017). Investigating the effectiveness of a gymnastics intervention on motor skills and balance of children ages 5-9 with autism spectrum disorder (Order No. 10646631). ProQuest Dissertations & Theses Global.

  • Sackett, D.L., Rosenberg, W.M., Gray, J.A., Haynes, R.B., & Richardson, W.S. (1996). Evidence-based medicine: What it is and what it isn’t. British Medical Journal, 312, 71-72.