Effects Of Special Olympics Unified Tennis On Physical Fitness And Behavior Problems Of Students With Intellectual Disabilities Learning In Regular Class

Objective : Current studies have shown that children and adolescents with intellectual disabilities lag behind in physical and mental development,lack physical fitness levels and have more serious behavioral problems.The traditional Special Olympics movement is easy to label the mentally handicapped children and teenagers,which is not conducive to their future integration with the society.Special Olympics integrated tennis allows students with intellectual disabilities and able-bodied students to participate in training and competition together,which may be beneficial to the mental and physical development of students with intellectual disabilities.Based on this,this study explores the influence of 16-week Special Olympics integrated tennis on the physical fitness and behavioral problems of students with intellectual disabilities attending the class,in order to enrich physical activity intervention methods for children and adolescents with intellectual disabilities,and provide effective reference for the promotion of Special Olympics integrated tennis among students with intellectual disabilities attending the class.Methods: Thirty students with mental retardation(20 boys and 10 girls)aged12-16 were randomly divided into the experimental group and the control group.The experimental group completed the special Olympic integrated tennis training for 16 weeks,twice a week,120 minutes each time.The control group completed the special Olympic integrated tennis training for 16 weeks,twice a week,120 minutes each time.Test indicators: fitness includes: body composition(BMI),a reverse layup(20 meters),the upper body strength and aerobic endurance(grip),the lower limb strength,vertical jump,core strength endurance(1 minute sit-ups),flexible and balanced(open standing on one foot),sensitive(1 minute jump across),coordinate(1 minute skip rope);Behavioral problems were assessed using the Achenbach’s Child Behavior Checklist(CBCL).Data analysis: Independent sample T test was used to analyze whether there was any difference between the experimental group and the control group in pretest.Paired sample T test and analysis of covariance were used for intra-group and inter-group data changes after intervention between the experimental group and the control group.Results:(1)According to the independent sample t-test results,there were no significant differences in fitness and behavioral problems between the experimental group and the control group in the pre-test(P>0.05).(2)According to the results of paired sample T test and covariance analysis,the aerobic capacity,upper limb muscle strength,coordination,core strength,balance,agility and flexibility of the boys in the experimental group were significantly increased(P<0.05),while BMI and lower limb muscle strength were increased but there was no significant difference(P>0.05).The lower limb muscle strength,aerobic capacity,core strength,agility and coordination were significantly increased in girls(P< 0.05),while BMI,upper limb muscle strength,balance and flexibility were increased but there were no significant differences(P>0.05).There were no significant differences in physical fitness indexes between the experimental group and the control group(P>0.05),while there were no significant differences in other indexes for girls(all P>0.05)except that the core strength and coordination of the experimental group were significantly improved compared with the control group(P<0.05).(3)According to the results of analysis of covariance,the experimental group of boys bad communication,immature,compulsive,discipline,aggression,hyperactivity,v.and behavior problems total score was lower than those of control group,with significant difference(P<0.05),schizophreniform,hostile score and the control group there was no significant difference(P>0.05),the experimental group of girls withdrawal force,depression,anxiety,don’t mature,discipline,aggressive,cruelty,split and behavioral problems total score was lower than those of control group,with significant difference(P<0.05),body v.scores and the control group there was no significant difference(P>0.05).Conclusion:(1)After 16 weeks of Special Austrian integrated tennis training,the physical fitness of students with intellectual disabilities was significantly improved,which was reflected in aerobic endurance,upper limb muscle strength,core muscle endurance,coordination,agility and balance ability for boys,and coordination,agility and balance ability for girls.(2)After 16 weeks of special and integrated tennis training,the mentally retarded students’ behavior problems were significantly improved.The boys were reflected in bad communication,immaturity,compulsion,violation of discipline,aggression,hyperactivity and physical complaint,while the girls were reflected in anxiety and compulsion,depression and withdrawal,immaturity,violation of discipline,aggression,cruelty and dissociation.