Interventions to Promote the Development of Motor Performance Skills in Primary School Aged Children with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Controlled Trials

International journal of kinesiology and sports science

article

Andrew Sortwell¹  Pedro Forte²  Rodrigo Ramirez-Campillo³  Kevin Trimble⁴  Kylie Steel⁵  Kate O’Brien¹  Henrique P. Neiva²  Daniel A. Marinho²  Ricardo Ferraz² 

[1] Directorate of Education and Research, Sydney Catholic Schools;Research Center in Sports Sciences, Health Sciences and Human Development;Exercise and Rehabilitation Sciences Institute. School of Physical Therapy. Faculty of Rehabilitation Sciences, Universidad Andres Bello;National Catholic Education Commission;School of Health Sciences, and The MARCS Institute for Brain, Behaviour and Development, Western Sydney University

关键词: Education;    Exercise;    Intervention;    Learning;    Physical Education;    Physical Literacy;   

DOI  :  10.7575/aiac.ijkss.v.10n.4p.34

来源: Australian International Academic Centre PTY. LTD.

【 摘 要 】

Background: The development of proficiency in motor performance skills (MPS) buildsthe foundation for the complex movement skills required to participate in a range of sportsand physical activities throughout the lifespan. Objective: To assess the efficacy of differentintervention approaches on developing MPS proficiency in children with autism spectrumdisorder (ASD) and examine the intervention factors that influence change. Method: Searcheswere completed in three databases (PubMed/MEDLINE, Scopus, Web of Science) up to March2022. Only randomised controlled trials (RCTs) or controlled trials (CTs), that evaluated theeffectiveness of interventions on overall MPS proficiency or specific MPS such as balance,running speed and agility, bilateral coordination, jumping, ball skills and push-ups in children(4–13 years old) were included. The DerSimonian and Laird random-effects model wasused to compute the meta-analyses. The effect sizes were reported as Hedges’ g. Using arandom-effects model, potential sources of heterogeneity were identified, including subgroupanalyses (type of intervention), and single training factor analysis (total number of weeks,session frequency, total intervention time, total number of training sessions). In addition, amultivariate meta-regression calculation was performed for balance. The GRADE frameworkwas applied to assess certainty of evidence. Results: Seventeen interventions (13 RCTs and4 CTs) revealed significant differences among groups favouring the intervention group withmoderate to very large effects. Significant (p < 0.05) small-to-large effects of interventionswere evident on overall motor performance skills (ES = 2.43), ball skills (ES = 2.95), jumping(ES = 1.89), bilateral coordination (ES = 2.21), push-ups (ES = 1.92), balance (ES = 1.56),running speed and agility (ES = 1.31). Multivariate meta-regression for balance revealed thattotal sessions, total intervention time and session frequency predicted (p = 0.009, p<0.001,p = 0.036, respectively) the effects of interventions on change in balance performance.Conclusion: Structured interventions that explicitly teach traditional FMS or promote thedevelopment and learning of movement skills specifically associated with a type of physicalactivity or sport, effectively improve MPS in children with ASD. Education settings shouldimplement ‘planned’ movement experiences or interventions as a strategy to promote MPSproficiency in children with ASD.

【 授权许可】

Unknown