An Empirical Study Of Adapted Physical Activities Affecting Fundamental Movement Skills Of Students With Moderate Intellectual Disabilities In Special Education Schools

Physical and socio-emotional benefits of sports participation are equally available to people with disabilities,but are moderated by the degree of disability.Adapted physical activity,an important component of physical education,has far-reaching implications for improving the health aspects of students with disabilities.The complex characteristics of students with intellectual disabilities at different levels of disability may result in universal adaptive physical education content that does not precisely account for individuals with more severe disabilities.One of the characteristics of students with intellectual disabilities is the lag in the development of fundamental movement skills,which may have an adverse effect on self-care and social adaptation.Appropriate adapted physical activities have a positive impact on the improvement of basic motor skill levels,but this benefit still needs to be explored in depth in moderate or severe intellectual disability groups.In order to design adapted physical activities that meet the motor development needs of students with moderate intellectual disabilities aged 6 to 15 in special education schools,and thus improve fundamental movement skills,this study was conducted using literature research,observation method,interview method,questionnaire and action research method to conduct this study.Study 1: fundamental movement skills components affecting students with moderate intellectual disability in special education schools that are more closely related to self-care.The study was based on literature research and interviews to collect and integrate a number of fundamental movement skills that are closely related to self-care for students with moderate intellectual disabilities.The literature study found that the mobility skills "walking,running,and jumping",object manipulation skills "throwing,catching,and striking",and stability skills "standing and balancing on one leg" were important to the motor development of students with intellectual disabilities.The interview data found that the gross and large size and the balance of the group were very important.The interview data found that gross and fine fundamental movement skills were critical to the personal development of the moderately mentally challenged group.Combining the two results,it was found that mobility,agility,striking,and kicking skills were closely related to self-care skills,and that improving these skills was important for the self-care of students with moderate intellectual disabilities at this stage.Study 2: Development and reliability testing of a fundamental movement skills assessment tool for students with moderate intellectual disability in special education schools(primary section).Interviews,questionnaires,and experimental methods were used.Based on the results of Study 1,the dimensions were set up and the content of the internationally established fundamental movement skills assessment tools were borrowed or adapted to create the item pool.A field test was administered to students with moderate intellectual disability in grades 1 to 6 of the special education school,and the data collected included a total of 572 cases of initial and retest sample data.Item analysis,question total correlation test,exploratory factor analysis and validation factor analysis were conducted according to the questionnaire development procedures of psychological standards.The results revealed that the internal consistency alpha coefficient of the instrument was 0.91;the retest reliability was 0.93;the combined reliability CR values were above 0.88;the structural validity,the factor loadings were above 0.4;the content validity,the mean I-CVI was 0.97 and the S-CVI was 1;and the convergent validity,the AVE were above 0.5.Study 3:Construction of an adaptive physical activity program for students with moderate intellectual disabilities in a special education school.The observation method,literature research and questionnaires are the main methods.The key elements of the construction of adaptive physical activity programs for students with moderate intellectual disabilities were absorbed through on-site observation of instruction in several peiji schools in Fuzhou,Quanzhou,and Wenzhou;research on books related to physical activity design;and asking university researchers and special physical education teachers to gatekeep and judge the programs.The results found that the adapted physical activities for students with moderate intellectual disabilities in special education schools are based on the Whole Child Education theory as the main reference,supplemented by the Whole Child Education WSCC theoretical model,the integration theory of intellectual disabilities and the dynamic system theory.Specifically,the program involves construction principles,teaching model,teaching plan,teaching assessment,teaching content selection,teaching techniques and contingency plans,forming a reference system for the design of adaptive physical activities for students with moderate intellectual disabilities in special education schools.Study 4: An action research study on the effects of implementing an adaptive physical activity program for students with moderate intellectual disabilities in a pei-chi school.An action research approach was used to design two separate exercise intervention programs.A cross-sectional-vertical and qualitative-quantitative approach was used to test the effects of adaptive physical activity on the basic motor skills of students with moderate intellectual disability and to verify the maintenance of the effects.After 16 weeks of adaptive physical activity intervention,the students with moderate intellectual disability in grade 3 improved their movement skills and kicking skills(p<0.05)and the students with moderate intellectual disability in grade 6 improved their striking skills to some extent(p<0.05),and the effect of fundamental movement skills improvement was maintained for at least 8 weeks(p>0.05).weeks(p>0.05).Based on the above study,the following conclusions were drawn.(1)Mobility skills,agility skills,striking skills and kicking skills are more closely related to the self-care of students with moderate intellectual disabilities in special education schools,and focusing on improving the above fundamental movement skills can help them better take care of themselves.(2)The assessment tool of fundamental movement skills for students with moderate intellectual disabilities in special education schools(primary section)has acceptable reliability and validity.It can be used as a valid tool to evaluate the fundamental movement skills of students with moderate intellectual disabilities in the primary section.(3)The adaptive physical activity program for students with moderate intellectual disabilities in special education schools was developed with students with moderate intellectual disabilities as the center and whole child education theory as the main reference.The starting point is to fully respect disability differences and value students’ Individual ability levels,and the goal is to improve fundamental movement skills related to self-care.It is the basis for the principles of adaptive physical activity program construction,teaching model,teaching plan,teaching assessment,teaching content selection,teaching techniques and emergency plan setting.(4)The 16 weeks of adapted physical activities designed according to the Individual ability levels of students with moderate intellectual disabilities can effectively improve the mobility skills and kicking skills of students with moderate intellectual disabilities in grade 3,and also improve the striking skills of students with moderate intellectual disabilities in grade 6.The effects of basic movement skill improvement could be maintained for at least 8 weeks,indicating the benefits of adapted physical activities for students with moderate intellectual disabilities in special education schools,with some stability across time.(5)The adapted physical activities designed for students with moderate intellectual disabilities in special education schools meet the needs of motor development of students with moderate intellectual disabilities in general.It has both theoretical and practical significance,and has positive promotion for improving fundamental movement skills that are more closely related to self-care in life,and has certain promotion and application value.