Physical fitness for children and adolescents with intellectual disabilities: a visualized analysis
10.3969/j.issn.1006-9771.2022.12.008
- VernacularTitle:智力残疾儿童青少年体质健康的可视化分析
- Author:
Wei ZHENG
1
;
Libing SUN
1
;
Chunhua LIU
1
;
Chuanping HAO
2
Author Information
1. Tianjin University of Sport, Tianjin 301617, China
2. Special Education College, Beijing Union University, Beijing 100075, China
- Publication Type:Journal Article
- Keywords:
intellectual disabilities;
World Health Organization Family of International Classifications;
physical activity;
physical fitness;
adaptive physical education;
visualized analysis
- From:
Chinese Journal of Rehabilitation Theory and Practice
2022;28(12):1435-1443
- CountryChina
- Language:Chinese
-
Abstract:
ObjectiveTo conduct a bibliometric analysis of the research status and hot spots of physical fitness for children and adolescents with intellectual disability using CiteSpace. MethodsBased on the theoretical framework of World Health Organization Family of International Classifications (WHO-FICs), literatures about physical fitness for children and adolescents with intellectual disability were searched in PubMed from 2012 to 2022. CiteSpace 6.1.R2 was used to draw knowledge mapping. ResultsA total of 670 literatures were retrieved from PubMed, and 348 literatures were included. The mean number of articles published was 31.6 per year, which presented an upward trend. The characteristics and intervention strategies of physical fitness for children and adolescents with intellectual disabilities, such as Down syndrome, autism spectrum disorder and Prader-Willi syndrome had been the hot spots of research in the past ten years. Under the guidance of the WHO-FICs framework, physical fitness involved structural and functional levels (body composition/obesity, bone health, motor development/motor skills, postural control, etc.), activity and participation levels (physical activity/sedentary behavior, quality of life, etc.), and environmental and personal factors (parental support, etc.). Intervention included physical fitness strategies (aerobic exercise, moderate-to-vigorous physical activity, video games, resistance training, etc.), motor skills training strategies (adaptive physical activity, adaptive physical education, etc.), and sport event related strategies (Special Olympic soccer, etc.). ConclusionThe international attention on the physical fitness for children and adolescents with intellectual disabilities has been increasing in the past decade. Researches focus on the dysfunction of physical fitness for children and adolescents with intellectual disabilities, such as Down syndrome and autism spectrum disorder; in terms of physical structure and function including body composition and executive ability, etc., and in terms of social and participation including physical activity and quality of life, etc.. In addition, physical fitness intervention strategies, such as traditional physical fitness exercise, moderate-to-vigorous physical activity, adaptive physical activity, adaptive sports and special Olympic sports are also research hotspots. Those strategies adhere to the concept of "sports for life" and are closely linked with daily life, in order to help them to improve their physical and mental health level, social participation ability, quality of life and well-being.
