The Effects of Integrated Step Training into the Physical Education Curriculum of Children with Intellectual Disabilities

(1) Background: This study investigated the changes in step frequency, walking ability, and standing posture of students with intellectual disabilities by integrating step training into the students’ physical education curriculum; (2) Methods: The centroid formula was used to estimate the geometric...

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Autores principales:	Pei-Fung Wu, Yu-Wei Chang, Tai-Been Chen, Li-Ching Chang
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	action research step frequency daily activities self-confidence Medicine R
Acceso en línea:	https://doaj.org/article/e71c3eb648f945a1a27e2f0d51059886
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spelling	oai:doaj.org-article:e71c3eb648f945a1a27e2f0d510598862021-11-11T16:28:30ZThe Effects of Integrated Step Training into the Physical Education Curriculum of Children with Intellectual Disabilities10.3390/ijerph1821113401660-46011661-7827https://doaj.org/article/e71c3eb648f945a1a27e2f0d510598862021-10-01T00:00:00Zhttps://www.mdpi.com/1660-4601/18/21/11340https://doaj.org/toc/1661-7827https://doaj.org/toc/1660-4601(1) Background: This study investigated the changes in step frequency, walking ability, and standing posture of students with intellectual disabilities by integrating step training into the students’ physical education curriculum; (2) Methods: The centroid formula was used to estimate the geometric center of the students’ bodies in video footage of each participant. Each participant’s stepping frequency per minute was recorded. After training, the teachers involved were interviewed regarding the participants’ everyday activities in school. Each step training session was recorded by two video cameras. Each step training session was observed and photographed by a senior physical education teacher with special education qualifications; (3) Results: The step training increased the stability of the participants’ body axes. The participants’ average steps per minute of the participants significantly improved from 24.200 ± 7.554 to 28.700 ± 8.629. Additionally, despite the students exhibiting anxious behavior (e.g., squeezing their hands and grasping at their clothes) at baseline, the frequency of these behaviors decreased significantly from week 4. Overall, the students’ daily activities, motivation, interpersonal interaction, self-confidence, and anxiety behaviors improved; (4) Conclusions: After the 8-week step program, the participants with intellectual disabilities improved their step frequency, movement stability, ability to perform daily activities, walking speed, motivation, interpersonal interaction, and self-confidence, and they exhibited a lower level of anxiety-related behaviors.Pei-Fung WuYu-Wei ChangTai-Been ChenLi-Ching ChangMDPI AGarticleaction researchstep frequencydaily activitiesself-confidenceMedicineRENInternational Journal of Environmental Research and Public Health, Vol 18, Iss 11340, p 11340 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	action research step frequency daily activities self-confidence Medicine R
spellingShingle	action research step frequency daily activities self-confidence Medicine R Pei-Fung Wu Yu-Wei Chang Tai-Been Chen Li-Ching Chang The Effects of Integrated Step Training into the Physical Education Curriculum of Children with Intellectual Disabilities
description	(1) Background: This study investigated the changes in step frequency, walking ability, and standing posture of students with intellectual disabilities by integrating step training into the students’ physical education curriculum; (2) Methods: The centroid formula was used to estimate the geometric center of the students’ bodies in video footage of each participant. Each participant’s stepping frequency per minute was recorded. After training, the teachers involved were interviewed regarding the participants’ everyday activities in school. Each step training session was recorded by two video cameras. Each step training session was observed and photographed by a senior physical education teacher with special education qualifications; (3) Results: The step training increased the stability of the participants’ body axes. The participants’ average steps per minute of the participants significantly improved from 24.200 ± 7.554 to 28.700 ± 8.629. Additionally, despite the students exhibiting anxious behavior (e.g., squeezing their hands and grasping at their clothes) at baseline, the frequency of these behaviors decreased significantly from week 4. Overall, the students’ daily activities, motivation, interpersonal interaction, self-confidence, and anxiety behaviors improved; (4) Conclusions: After the 8-week step program, the participants with intellectual disabilities improved their step frequency, movement stability, ability to perform daily activities, walking speed, motivation, interpersonal interaction, and self-confidence, and they exhibited a lower level of anxiety-related behaviors.
format	article
author	Pei-Fung Wu Yu-Wei Chang Tai-Been Chen Li-Ching Chang
author_facet	Pei-Fung Wu Yu-Wei Chang Tai-Been Chen Li-Ching Chang
author_sort	Pei-Fung Wu
title	The Effects of Integrated Step Training into the Physical Education Curriculum of Children with Intellectual Disabilities
title_short	The Effects of Integrated Step Training into the Physical Education Curriculum of Children with Intellectual Disabilities
title_full	The Effects of Integrated Step Training into the Physical Education Curriculum of Children with Intellectual Disabilities
title_fullStr	The Effects of Integrated Step Training into the Physical Education Curriculum of Children with Intellectual Disabilities
title_full_unstemmed	The Effects of Integrated Step Training into the Physical Education Curriculum of Children with Intellectual Disabilities
title_sort	effects of integrated step training into the physical education curriculum of children with intellectual disabilities
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/e71c3eb648f945a1a27e2f0d51059886
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The Effects of Integrated Step Training into the Physical Education Curriculum of Children with Intellectual Disabilities

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