Research On The Fundamental Movement Skills And Its Individual And Family Factors Among Children And Adolescents With Intellectual Disabilities

Background: Fundamental movement skills are an individual’s ability to perform a variety of common and basic motor movements with specific movement patterns skillfully and effectively and are the basis for children and adolescents’ future performance of more advanced and complex games,sports,physical activities,and specialized motor skills.It has a positive impact on the physical,psychological,and social development of children and adolescents with intellectual disabilities,but deficits and delays in the development of fundamental movement skills are common among children and adolescents with intellectual disabilities.China has a large population of children and adolescents with intellectual disabilities,and the state has issued policy documents such as the Outline of the “Healthy China 2030 Plan” and the “14th FiveYear Plan for the Protection and Planning of Disabled People” to support the healthy development of this population.However,there is limited research in this area in China,and the developmental level of fundamental movement skills of children and adolescents with intellectual disabilities and their individual and family influencing factors need to be studied,to provide a theoretical basis for the development of subsequent related intervention strategies and special physical education programs.Purposes: To understand the development level of fundamental movement skills of children and adolescents with intellectual disabilities in China,and to investigate the influence of individual and family factors on their development level of fundamental movement skills.Research methods: This study used the literature method,questionnaire,measurement method and mathematical statistics.A total of 93 valid samples,63 males and 30 females,with an average age of 13.74±2.72 years old,were measured by TGMD-2 scale.The fundamental movement skills level of the samples and the effects of individual and family factors on their fundamental movement skills level were statistically analyzed.Results:(1)The median score of TGMD-2 total for children and adolescents with intellectual disabilities was 56(34),the median score of Locomotor skill was 29(23),of which were the highest scores for the sliding 7(6)and were the lowest scores for the leaping 2(4);and the median score of object control skill was 26(14),of which were the highest scores for the stationary dribbling 5(6)and were the lowest scores for the overhand throwing 3(3);The average mastery rate of Locomotor skills among children and adolescents with intellectual disabilities was 29.4%,among which the mastery rate of sliding(52.7%)was the highest and the mastery rate of horizontal Jumping(18.3%)was the lowest;the average mastery rate of object control skills was15.3%,among which the mastery rate of stationary dribbling and catching(32.3%)were the highest and the mastery rate of striking(0)was the lowest.(2)Gender was significantly correlated with underhand rolling mastery(boys were better than girls)(r=0.212,P<0.05);Age was positively correlated with TGMD-2 total score,locomotor skills score,object control skills score,sliding score and mastery rate,dribbling score and mastery rate,and underhand rolling score only(r = 0.222-0.307,P<0.05).There was no significant correlation between BMI and TGMD-2 scores and mastery rate(P>0.05).The degree of intellectual disability was negatively correlated with TGMD-2total score,locomotor skills score,object control skills score,all movement scores,and all movement mastery rates except hitting and Striking(r =-0.182 ～-0.789,P<0.01).Single-parent/non-single-parent families were significantly correlated with Striking scores(r =0.220,P<0.05)(non-single-parent families were better than single-parent families).In single/non-single child families,total score of TGMD-2(r =-0.223,P<0.05),locomotor skills score(r =-0.225,P<0.05),hopping score(r =-0.222,P=0.032<0.05),mastery rate of sliding(r =0.214,P<0.05)and catching mastery rate(r=0.224,P<0.05)were significantly correlated(singleton was better than non-singleton);The educational level of mother was negatively correlated with the dribbling score(r =-0.228,P<0.05)and the dribbling mastery rate(r =-0.251,P<0.05).There was no significant correlation between the education level of father and TGMD-2 items(P>0.05).The annual household income was negatively correlated only with the dribbling score(r =-0.258,P<0.05)and the dribbling mastery rate(r =-0.302,P<0.01).(3)The degree of intellectual disability had a significant negative effect on TGMD-2score(β =-0.695,t =-9.364,p<0.01),locomotor skills score(β =-0.682,t =-9.070,p<0.01),object control skills score(β =-0.656,T =-9.070,P <0.01).t =-8.359,p<0.01)and the scores of each movement(β =-0.588～-0.435,t =-6.974～-4.607,p<0.01);The degree of intellectual disability significantly negatively affected the running mastery rate(OR=0.338,95%CI 0.172-0.664,P<0.01),the hopping mastery rate(OR=0.350,95%CI 0.172-0.711,P<0.01),and the horizontal jumping mastery rate(OR=0.208,95%CI 0.088-0.487,P<0.01),leaping mastery rate(OR=0.423,95%CI 0.223-0.804,P<0.01),galloping mastery rate(OR=0.325,95%CI 0.181-0.582,P<0.01),sliding mastery rate(OR=0.260,95%CI 0.132-0.509,P<0.01),dribbling mastery rate(OR=0.393,95%CI 0.207-0.745,P<0.01),catching mastery rate(OR=0.333,95%CI0.179-0.620,P<0.01)and underhand rolling mastery rate(OR=0.321,95%CI 0.107-0.962,P<0.05).The degree of intellectual disability did not significantly affect the mastery rate of overhand throwing(OR=0.166,95%CI 0.024-1.163,P>0.05);Age significantly positively affected sliding mastery rate(OR=1.260,95%CI 1.035-1.533,P<0.05)Conclusions and Recommendations:(1)The development level of FMS in children and adolescents with intellectual disabilities is low,and there is a problem of delayed development.It is suggested that families,schools,and society cooperate to promote the FMS development level of children and adolescents with intellectual disabilities.(2)Among individual factors,gender and BMI did not affect the level of FMS;Age was positively correlated with the score of FMS and the mastery rate of partial FMS.The degree of intellectual disability had a strong negative correlation with the level of FMS and could significantly predict the level of FMS negatively.To improve the accuracy and effectiveness of intervention measures,it is suggested that we should pay attention to the age and degree of intellectual disability of children and adolescents with intellectual disabilities and set the activity type and activity load suitable for their physical and mental characteristics and consistent with their basic ability level.(3)Among family factors,single/non-single parent families(non-single parent is better than single parent),mother’s education level(negative correlation)and family annual income(negative correlation)were only significantly correlated with a few FMS;One-child/non-one-child families were significantly correlated with partial FMS(one-child was better than non-one-child);There was no significant correlation between father’s education level and FMS level.It is suggested that parents should strengthen their learning of basic knowledge and health promotion for children and adolescents with intellectual disabilities,help them enhance their awareness of sports participation,and strive to provide opportunities and environment for their children to participate in sports,to promote the development of FMS for children and adolescents with intellectual disabilities.