INFLUENCE OF PHYSICAL ACTIVITY ON EXECUTIVE FUNCTIONS IN CHILDREN WITH INTELLECTUAL DISABILITIES
| Authors | |
|---|---|
| Year of publication | 2017 |
| Type | Article in Proceedings |
| Conference | Proceedings of the 11th International Conference on Kinanthropology |
| MU Faculty or unit | |
| Citation | |
| Keywords | Executive functions; physical activity; exercise; intellectual disability; actigraph; accelerometer; BRIEF |
| Description | Purpose: Children with intellectual disabilities (ID) usually show impairments in executive functions (EF). Most of the studies with children of typical development have shown positive influence of physical activity (PA) and exercise on executive functioning. Therefore, objective of the study was to determine relationship between PA and EF in children with mild and moderate ID. We wanted to find out are those that are more physically active also better in scores of EF, respectively does PA predict scores of EF. Methods: One hundred and four children (62 boys and 42 girls) with ID from 7 to 18 years of age from 7 Special schools and 2 special classes in 6 cities of Bosnia and Herzegovina (B&H) took part in the study. There were 49 children with mild ID and 44 with moderate ID. For assessment of EF, we used BRIEF - Behavior Rating Inventory of Executive Functions - teacher version that was completed by 15 special education teachers of children participating in the study. Physical Activity in terms of sedentary, light, moderate, vigorous PA and moderate to vigorous physical activity (MVPA) was assessed with GT3X Actigraph accelerometer during 7 consecutive days. Results: There was significant relationship between PA and EF in 4 out of 8 BRIEF scales for certain type of PA. The most statistically significant correlations were between Initiate, Working Memory and Plan/Organize scale of EF and Moderate PA, Vigorous PA and MVPA. In addition, regression analyses have shown that moderate PA was most significant predictor of initiate, working memory and plan/organize scales. Conclusion: PA and EF are related to each other in children with ID but not for all BRIEF scales and not for each PA level. Our study confirmed some of results from previous studies that PA positively influences EF. So, future research may focus on determining appropriate PA and exercise intervention that would influence development of EF in children with ID. |