پژوهان (Mar 2024)
Relationship between Fundamental Movement Skills and Variability in Postural Control: Comparison of Children with and without Intellectual Disability
Abstract
Background and Objectives: Children with intellectual disabilities (ID) not only have impairments in cognitive functioning but also experience difficulties in perceptual and motor skills, which may lead to balance deficits and increased risk of falls. The preset study aimed to assess the relationship between fundamental motor skills and postural control adaptability and compare them in teachable children with ID and normal children. Materials and Methods: This descriptive study involved 34 girls with ID and 30 age-matched healthy peers aged 7-13. Balance variables, including amplitude, variability, and velocity of the center of pressure (CoP), were evaluated using the force plate in Tandem and Feet-together conditions. Fundamental motor skills were also assessed using the third edition of the Test of Gross Motor Development (TGMD-3). The independent t-test and repeated measures were used to examine between-group and within-group differences in balance variables. The Mann-Whitney U-test and Spearman's rank correlation were also employed to assess group differences and the relationship between variables. All statistical analyses were performed using SPSS software. A p-value less than 0.0 was considered statistically significant. Results: The results pointed out that children with ID had lower scores on the TGMD-3 test compared to the control group (P0.05). The correlation analysis also demonstrated that displacement scales and object control had a moderate and significant relationship with balance variables (P<0.05). Conclusion: As evidenced by the obtained results, children with ID have impairments in fundamental motor skills and balance. Adaptability in postural control, especially in the anterior-posterior direction, may increase the risk of falls. Balance interventions may be effective in improving fundamental motor skills in both children with ID and those without intellectual disabilities.
