Integrating Mental Skills into a Physical Activity Program for Children and Adolescents with Intellectual Disabilities
Bibliographic record
Abstract
Past studies have found physical activity (PA) programs can be effective in promoting mental skills; however, no research has examined a PA program that incorporates mental skills training for children and adolescents with intellectual disabilities (ID). The purpose of this study was to examine the potential benefits experienced by children and adolescents with ID as they engaged in a 6-week PA and mental skill routine-based program. Participants included four children and adolescents aged 8-15 with ID, and their mothers. Mental skills training was integrated into existing PA program activities to enhance young people's confidence, focus, and anxiety management. Data were collected through parent interviews, parent questionnaires, and the researcher's field notes, and examined through content analysis. Results highlight themes related to confidence, focus, and anxiety management, as well as participants' enjoyment of gym sessions and ongoing challenges. Findings suggest mental skills training in a PA setting should be further examined as an alternative therapy for young people with ID. Meme si, dans le passe, des etudes avaient conclu que les programmes d'activite physique (AP) pouvaient enrichir les capacites intellectuelles (CI), aucune ne s'etait penchee sur un programme d'AP integrant la formation axee sur les capacites intellectuelles a l'intention des enfants et des adolescents ayant une deficience intellectuelle. La presente etude visait donc a examiner les bienfaits eventuels d'un programme routinier de six semaines axe sur l'activite physique et les capacites intellectuelles pour des enfants et des adolescents ayant une deficience intellectuelle. Le groupe de participants reunissait quatre enfants et adolescents de 8 a 15 ans ayant une deficience intellectuelle et leurs meres. Integree aux programmes d'education physique existants, la formation axee sur les CI avait pour objet d'accroitre la confiance en soi des jeunes, d'ameliorer leur concentration et de les aider a mieux gerer leur anxiete. Les donnees ont ete recueillies a l'aide des entrevues menees avec les parents, des questionnaires administres aux parents et des notes d'observation des chercheures. Ces dernieres ont ensuite procede a des analyses de contenu. Les resultats ont fait ressortir des thematiques associees a la confiance en soi, a la concentration et a la gestion de l'anxiete, ainsi que le plaisir que tiraient les participants des seances d'AP et les defis chroniques qui se posent. Ces resultats portent a croire qu'il faudrait explorer plus a fond le recours a la formation axee sur les CI dans des contextes d'AP comme mode alternatif de therapie pour les jeunes ayant une deficience intellectuelle.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".