ECSS Paris 2023: OP-MH11
INTRODUCTION: Intellectual disability is the most common disability among children and adolescents, typically associated with lower physical fitness (PF) and delayed fundamental movement skills (FMS) [1-2]. Improvement in FMS plays a crucial role in supporting PF development [3]. However, existing research primarily focuses on the linear correlation between physical activity and FMS [4] or specific characteristics of children with intellectual disabilities [5]. We hypothesize that PF is associated with FMS levels in a dose-response relationship in this population. METHODS: FMS was assessed using the Test of Gross Motor Development, 3rd Edition (TGMD-3). PF indicators included body mass index (BMI), cardiopulmonary function, muscular strength and endurance, speed and agility, balance, and flexibility. Logistic regression and segmented linear regression analyses were performed using R (4.4.0) to explore the relationship between FMS and PF. RESULTS: A total of 191 participants (135 boys and 56 girls) aged 7–18 years were included in the study. Regression analysis indicated a significant positive correlation between FMS and PF. Across all age groups, object control skills showed a slightly stronger correlation with PF compared to locomotor skills. After adjusting for age, regression analysis demonstrated a dose-response relationship between FMS and PF, where higher FMS levels corresponded to better PF levels (trend test, P < 0.001). Further threshold analysis identified a significant nonlinear relationship between FMS and PF, with inflection points of 17 and 27 observed in boys and the total sample, respectively (P < 0.001). This suggests that the impact of FMS on PF varies significantly across different threshold levels (P < 0.001). However, no similar nonlinear relationship was observed in girls. CONCLUSION: Age-stratified analysis revealed fluctuations in the correlation between FMS and PF, with the strongest effect observed during adolescence. After adjusting for age, a clear dose-response relationship between FMS and PF was identified, with a nonlinear trend at specific FMS thresholds. These findings underscore the importance of designing individualized physical activity intervention strategies that consider gender differences to enhance motor skills and overall physical fitness, particularly in the intellectual disabilities.
Read CV Xiaohuan TanECSS Paris 2023: OP-MH11
INTRODUCTION: Autism is characterized by atypical cognitive and motor development [1]. While research generally explores these domains separately, few studies have directly compared physical and cognitive performances in autistic (AC) and non-autistic children (NAC) [2, 3]. This study aims to investigate potential differences between these groups across physical, sensorimotor and cognitive tasks, providing insights into potential intervention strategies. METHODS: A total of 41 children (19 AC and 22 NAC; matched for age: 14.5 ± 4.02 years old) participated in this study. Physical performance was assessed using the Handgrip Strength Test, 200-Meter Fast Walking Test, and Standing Broad Jump. Sensorimotor abilities were measured with a Fitts Task (speed-accuracy trade-off), and a Mental Rotation Test (spatial cognition). Cognitive aptitudes were tested by using the Bells Test (visual attention), Go-NoGo Test (inhibitory control), and Trail Making Test (cognitive flexibility). Statistical analyses were conducted to compare group performances. RESULTS: Our results revealed significant differences between AC and NAC in all physical variables. Autistic children performed worse than their non-autistic peers in the Handgrip Strength Test, Standing Broad Jump, and 200-Meter Walking Test. In sensorimotor tasks, AC exhibited longer movement durations than NAC in the Fitts’ Task and longer reaction times in the Mental Rotation Task. Finally, NAC outperformed AC in the Go-NoGo and Trail Making Tests, although performance in the Bells Test was similar across groups. CONCLUSION: The results indicate that AC may experience both motor and cognitive difficulties compared to their non-autistic peers. Specifically, our data highlight impairments in overall physical fitness, motor planning and control, as well as executive functions. However, it is noteworthy that visual attention performance was similar between groups. Understanding these differences is crucial for developing targeted interventions that combine both motor and cognitive training. Future studies should investigate the effects of integrated cognitive-motor programs to improve the overall functioning of children with autism. REFERENCES [1] Grosprêtre, S. et al. (2024). Sports Medicine-Open, 10(1), 107. [2] Morgane, A. (2022). Science et comportement, 32 (3), pp. 93-109. [3] MacDonald, M. (2013). Adapt Phys Activ Q. 30(3), pp. 271-82.
Read CV Nicolas GueugneauECSS Paris 2023: OP-MH11
INTRODUCTION: Para-karate has emerged as a competitive sport for athletes with intellectual impairments (II) and Down Syndrome (DS), supported by classification systems to ensure fair participation. Following the re-inclusion of II athletes in the Paralympics (London 2012), the IPC mandated evidence-based classification systems to enhance fairness in competition. To support the WKF’s goal of including para-karate in the Paralympic program, this study aimed to develop reliable kata memory-specific tests to assess memory determinants in para-karate. METHODS: The study included 41 para-karate kata athletes with II or II and DS, who participated in the WKF World Championships in Budapest 2023. Assessments took place before the competition, on a 6x6m Tatami Mat, recorded from three perspectives. Athletes practiced a karate sequence three times before performing it independently. Performance was evaluated on: (1) correct execution of movements according to the original pattern, (2) correct direction of movements, (3) errors involving incorrect limb use (-0.5 per error), and (4) hesitations disrupting flow (-0.5 per hesitation). Kata memory scores were calculated as the sum of correctly executed and directed movements, with penalties for errors. To assess intra-rater reliability, performances were evaluated by the same observer via video analysis with a one-week interval. Statistical analysis included Cohen’s Kappa for ordinal data and the Wilcoxon T-test to evaluate differences, with significance set at p < 0.05 was conducted. RESULTS: Descriptive analysis showed a mean kata memory test score of 8.75 ± 1.1 in the first assessment and 8.80 ± 1.0 in the retest, with scores ranging from 5 to 10 across participants. It indicates minimal variability, underscoring the tests reliability in assessing kata memory performance. The consistency of scoring across different time points supports the potential for its inclusion in official classification processes. A Kappa value of 0.98 indicated almost perfect agreement between test and retest evaluations, demonstrating exceptional intra-rater reliability. No significant differences were found between test and retest evaluations (p > 0.05), supporting the consistency of the specific memory test. CONCLUSION: The developed test demonstrates high reliability for assessing memory determinants in para-karate athletes with II or DS. These findings highlight the robustness of the test, suggesting it could play a vital role in standardizing classification systems for para-karate. Future research should focus on validating the test across a broader population and exploring its sensitivity to subtle differences in cognitive performance, ensuring its applicability in diverse competitive environments. This will further enhance the fairness and transparency of para-karate classification processes. The study was supported by the Ministry of Education, Science, Research, and Sport of the Slovak Republic, VEGA project no. 1/0611/23.
Read CV Dusana AugustovicovaECSS Paris 2023: OP-MH11