Physical Fitness for Children from Special Education Schools Based on ICF
10.3969/j.issn.1006-9771.2021.12.004
- VernacularTitle:基于ICF智力与发展性障碍儿童体质健康研究
- Author:
Chuan-ping HAO
1
;
Wei ZHENG
2
;
Zhuo-ying QIU
3
;
An-qiao LI
4
;
Shao-pu WANG
5
;
Ting ZHU
5
;
Mei WANG
1
;
Rong-jian MAO
1
;
Yue LI
1
;
Xiao HAN
6
Author Information
1. Special Education College, Beijing Union University, Beijing 100075, China
2. Tianjin University of Sport, Tianjin 301617, China
3. China Rehabilitation Research Centre/China Rehabilitation Science Institute, Beijing 100068, China
4. WHO-FIC Collaborating Center in China, Beijing 100068, China
5. China Academy of ICF, Weifang, Shandong 261000, China
6. Beijing Haidian District Angchen Adaptive Sports Training Center, Beijing 100084, China
- Publication Type:Research Article
- Keywords:
International Classification of Functioning, Disability and Health;
physical fitness;
intellectual disability
- From:
Chinese Journal of Rehabilitation Theory and Practice
2021;27(12):1393-1401
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the functional status and influencing factors of physical fitness of children with intellectual and developmental disabilities enrolled in special education, and to establish framework of physical fitness for analysis of physical fitness and exercise intervention using International Classification of Functioning, Disability and Health (ICF). Methods Based on the ICF apporach, we analyzed the functional status and physical fitness characteristics and influencing factors of students in special education schools, and developed a function-based physical fitness intervention program for children with intellectual and developmental disabilities with reference to the requirements of WHO Guidelines on Physical Activity and Sedentary Behavior (2020). Results A systematic analysis of the overall functional status of children with intellectual and developmental disabilities based on ICF, especially intellectual functions, activities and environmental factors related to intellectual disability, was conducted and discussed in the context of related motor functions and physical fitness. A physical activity program was developed based on the ICF and with reference to WHO Guidelines on Physical Activity and Sedentary Behavior (Children and Adolescents), and related adaptive support strategies were proposed. Conclusion The overall functional status of children with intellectual and developmental disabilities has been analyzed in body functioning (both intellectual and motor), activity and participation, and environmental factors. Based on WHO Guidelines on Physical Activity and Sedentary Behavior and the ICF framework, a physical activity program for physical fitness with adaptive and supportive teaching and training methods, has been developed for children with intellectual and developmental disabilities.
