Exercise training to improve balance ability for individuals with Down Syndrome: A systematic review and meta-analysis
Why this work is in the frame
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Bibliographic record
Abstract
Abstract Down syndrome (DS) is associated with exhibit specific balance problems due to inter alia deficits in the postural control system and hypotonia. One approach to reducing balance impairments in this population is exercise training. This study presents a systematic review and meta-analysis of the effects of exercise training designed to improve balance ability in people with DS. A search for relevant articles was carried out on seven electronic databases: MEDLINE, PubMed, Cochrane Library, Google Scholar, Scopus, PEDro, and Web of Science. This systematic review was carried out between 2010 and 2022. Utilizing a set of predetermined inclusion and exclusion criteria, the studies were selected and their methodology was assessed using the PEDro scale. Data analyses were performed using the CMA v3 random effects model. In total, 514 articles were screened, and the data from 15 randomized controlled trials (RCTs) involving individuals with DS were subjected to a meta-analysis. The results showed that exercise training was effective in improving balance (ES: 1.20, 95% CIs: 0.95 to 1.53, p = 0.00). Despite the small number of studies, the findings suggest that exercise training might improve balance in children and young people with DS. In conclusion, exercise training is highly recommended for people with DS, to improve their balance and prevent falling risk.
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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 | 0.005 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.007 | 0.001 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it