ECSS Paris 2023: OP-MH19
INTRODUCTION: Physical fitness is an important marker of health in adolescents; however, youth with intellectual disability (ID) are often described as a homogeneous group with low fitness. Evidence on fitness profiles, interrelationships among fitness components, and within-group heterogeneity in adolescents with ID remains limited. Identifying fitness-based phenotypes independent of disability status may support individually tailored exercise interventions METHODS: This study involved 165 adolescents aged 12–18 years (94 with moderate ID and 71 typically developing) from seven educational institutions. The Eurofit physical fitness battery was used to obtained fitness scores. Composite z-scores were calculated for combined strength, combined speed, and local muscular endurance, as well as an overall fitness score. Group differences and associations among fitness components were examined using ANOVA, correlation, and regression analyses. In addition, hierarchical cluster analysis (Ward’s method, squared Euclidean distance) followed by k-means clustering was performed to identify fitness phenotypes independent of disability status. RESULTS: Adolescents with ID demonstrated significantly lower performance than typically developing peers in dynamic and speed-based tasks (p < .001–.005), while no significant group differences were observed for flexibility, handgrip strength, static balance, or bent-arm hang performance in girls. Age was strongly associated with cardiorespiratory endurance and combined strength in boys from both groups. Combined strength emerged as the strongest predictor of overall fitness in adolescents with and without ID. Cluster analysis identified three distinct fitness phenotypes: a low-fitness cluster (n = 90), a moderate profile characterised by higher strength and speed but lower endurance (n = 46), and a high-fitness cluster (n = 29). Large between-cluster differences were observed across all fitness components (η² = 0.33–0.68; p < .001). Although cluster membership was associated with disability status (p < .001), adolescents with ID were represented across all clusters. CONCLUSION: Adolescents exhibit distinct fitness profiles that are not fully explained by disability status. These findings highlight substantial within-group heterogeneity and support fitness-based profiling to develop individually targeted exercise interventions for both adolescents with ID and typically developing peers. The study was financed by “Innovations, methodologies and recommendations for the development and management of the sports sector in Latvia” (Nr.VPP-IZM-Sports-2023/1-0001)
Read CV Aija KlavinaECSS Paris 2023: OP-MH19
INTRODUCTION: Exercise interventions have shown positive effects on mental health. With increasing attention to the health of children with neurodevelopmental disorders (NDDs), numerous meta-analyses have examined these outcomes in this population; however, conclusions remain inconsistent. This study aimed to summarize and evaluate the strength and reliability of existing evidence regarding the effects of exercise interventions on mental health outcomes in children with NDDs. METHODS: PubMed, Web of Science, the Cochrane Library, Embase, and PsycINFO were systematically searched from inception to December 2025. Eligibility criteria were defined according to the PICOS framework, and meta-analyses of randomized controlled trials were included. The methodological quality of reviews was assessed using the AMSTAR-2 tool, and the certainty of evidence was evaluated using the GRADE approach. All outcomes were synthesized using random-effects models, and effect sizes were reported as standardized mean differences with corresponding 95% confidence intervals. Subgroup analyses were conducted according to disorder type. RESULTS: Forty-nine meta-analyses comprising 826 randomized controlled trials (40,018 participants) were included, yielding 147 associations between exercise interventions and mental health outcomes. AMSTAR-2 assessments indicated that the methodological quality of the included reviews ranged from moderate to high. GRADE ratings showed that most associations were supported by evidence of moderate certainty. Pooled analyses demonstrated that exercise interventions significantly improved cognitive function in children with NDDs (SMD = 0.45), including executive function (SMD = 0.61), memory (SMD = 0.46), and attention (SMD = 0.33). In addition, exercise interventions significantly improved social functioning (SMD = 0.43) and emotional regulation (SMD = 0.67), primarily reflected in reduced anxiety, depressive symptoms, and social interaction difficulties. Subgroup analyses indicated that children with attention-deficit/hyperactivity disorder showed greater improvements in cognitive function than other NDD subtypes, whereas children with autism spectrum disorder showed greater benefits in social functioning following intervention. CONCLUSION: Exercise interventions significantly improve mental health outcomes in children with NDDs and play a pivotal role in enhancing cognitive function, promoting social participation, and supporting emotional regulation. In addition, this study provides strong evidence for differential intervention effects among NDD subgroups. Future studies should optimize intervention design and strengthen long-term follow-up to facilitate the precise implementation and dissemination of exercise interventions for children with NDDs.
Read CV Changhui PengECSS Paris 2023: OP-MH19
INTRODUCTION: Children with Autism Spectrum Disorders (ASD) often exhibit motor impairments and high sedentary behavior, limiting independence, social participation, and physical and cognitive development [1]. Therefore, this study investigated the effects of a targeted, extra-curricular training program on motor coordination and overall functioning in children with ASD. METHODS: Fifty primary school children with ASD (ages 9.1±1.7 years; 8 females) participated in a six-month training program. Each participant self-selected one of the available sport programs among situational sports (i.e., basketball, soccer, volley, and martial arts), individual sports (i.e., athletics, climbing, skating, gymnastics), water-based sport (i.e., swimming), and unstructured sport. Pre- and post-intervention measurements included: total reaction time using a simple (by identifying the targeted stimulus) and complex (by discriminating the targeted stimulus among confounding stimuli) reactive test, transferring pennies, jumping in place-same sides synchronized, tapping feet and fingers-same side synchronized [2], and the Flamingo test [3]. Due to the no normal distribution of data, non-parametric statistics was applied. Moreover, the comparison among training programs was not feasible due to the heterogeneity among the selected activities. RESULTS: The analysis of the overall sample showed a significant reduction in total time for the simple (pre: 9.5±6.7 s; post: 7.9±3.5 s; p=0.002; effect size [ES]=0.45) and complex reactive test (pre: 11.3±5.1 s; post: 10.6±5.3 s; p=0.001; ES=0.48). Moreover, tapping feet and fingers (right side) significantly increased (p=0.024; ES=0.33) before (4.2±3.5 pt.) and after (6±3.5 pt.) the training program, as well as transferring pennies (pre: 6.3±4 pt.; post: 7.7±4 pt.; p=0.001; ES=0.47). Jumping in place-same sides synchronized and Flamingo test did not show significant improvements. CONCLUSION: The current study demonstrated that the participation in a training program, characterized by different sport disciplines and modalities, can provide a beneficial impact on different domains of motor coordination. Specifically, reaction tests, transferring pennies test, and tapping feet and fingers test demonstrated progress after the six-month training period. Different sport programs appear equally effective, indicating that diverse sport modalities may support motor and functional improvements in this population. References: 1. Bhat (2021); 2. Bruininks et al. (2005) 3. Cilia et al. (1995).
Read CV Fabiana LaurentiECSS Paris 2023: OP-MH19