The relationship between executive functions and physical activity in children with an intellectual disability

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14510%2F18%3A00113872" target="_blank" >RIV/00216224:14510/18:00113872 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.7752/jpes.2018.02125" target="_blank" >http://dx.doi.org/10.7752/jpes.2018.02125</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.7752/jpes.2018.02125" target="_blank" >10.7752/jpes.2018.02125</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The relationship between executive functions and physical activity in children with an intellectual disability

Popis výsledku v původním jazyce

Background: Children with intellectual disabilities usually show impairments in executive functions. Most of the studies with children of typical development have shown positive influence of physical activity and exercise on executive functioning. Therefore, objective of the study was to examine relationship between physical activity and executive functions among children with mild and moderate intellectual disability, and to expand the body of knowledge on EF among children with ID. Methods: One hundred and four children (62 boys and 42 girls) with intellectual disability from 7 to 18 years of age took part in the study. There were 49 children with mild and 55 with moderate intellectual disability. For assessment of executive functions, the authors used Behavior Rating Inventory of Executive Functions (BRIEF) – teacher version that was completed by 15 special education teachers of children participating in the study. Physical Activity in terms of light, moderate, vigorous and moderate to vigorous physical activity was assessed with GT3X Actigraph accelerometer during 7 consecutive days. Results: Moderate and moderate to vigorous physical activity are significant predictors of initiate, working memory and plan/organize scales and metacognition index. In addition, age contributed to shift and metacognition index, gender to working memory and organization of materials, while level of intellectual disability was significant predictor of all BRIEF scales. Conclusion: There is a significant relationship between physical activity and executive functions for specific components of these two domains. Future research may focus on determining appropriate physical activity and exercise intervention that would influence development of executive functions among children with intellectual disability

Název v anglickém jazyce

The relationship between executive functions and physical activity in children with an intellectual disability

Popis výsledku anglicky

Background: Children with intellectual disabilities usually show impairments in executive functions. Most of the studies with children of typical development have shown positive influence of physical activity and exercise on executive functioning. Therefore, objective of the study was to examine relationship between physical activity and executive functions among children with mild and moderate intellectual disability, and to expand the body of knowledge on EF among children with ID. Methods: One hundred and four children (62 boys and 42 girls) with intellectual disability from 7 to 18 years of age took part in the study. There were 49 children with mild and 55 with moderate intellectual disability. For assessment of executive functions, the authors used Behavior Rating Inventory of Executive Functions (BRIEF) – teacher version that was completed by 15 special education teachers of children participating in the study. Physical Activity in terms of light, moderate, vigorous and moderate to vigorous physical activity was assessed with GT3X Actigraph accelerometer during 7 consecutive days. Results: Moderate and moderate to vigorous physical activity are significant predictors of initiate, working memory and plan/organize scales and metacognition index. In addition, age contributed to shift and metacognition index, gender to working memory and organization of materials, while level of intellectual disability was significant predictor of all BRIEF scales. Conclusion: There is a significant relationship between physical activity and executive functions for specific components of these two domains. Future research may focus on determining appropriate physical activity and exercise intervention that would influence development of executive functions among children with intellectual disability

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

30306 - Sport and fitness sciences

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Physical Education and Sport

ISSN

2247-8051

e-ISSN

—

Svazek periodika

18

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

RO - Rumunsko

Počet stran výsledku

9

Strana od-do

844-852

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85049472381