[1] |
SCHALOCK R L, BORTHWICK D S A, BRADLEY V J, et al. Intellectual Disability: Definition, Classification, and Systems of Supports [M]. Washington D.C.: American Association on Intellectual and Developmental Disabilities, 2010.
|
[2] |
LLOYD M. Physical activity of individuals with intellectual disabilities: challenges and future directions[J]. Curr Dev Disord Rep, 2016, 3(2): 91-93.
doi: 10.1007/s40474-016-0079-5
|
[3] |
GKOTZIA E, VENETSANOU F, KAMBAS A. Motor proficiency of children with autism spectrum disorders and intellectual disabilities: a review[J]. Eur Psychomotricity J, 2017, 9(1): 46-69.
|
[4] |
MAÏANO C, HUE O, MORIN A J S, et al. Exercise interventions to improve balance for young people with intellectual disabilities: a systematic review and meta‐analysis[J]. Dev Med Child Neurol, 2019, 61(4): 406-418.
doi: 10.1111/dmcn.14023
|
[5] |
ZIKL P, HOLOUBKOVÁ N, KARÁSKOVÁ H, et al. Gross motor skills of children with mild intellectual disabilities[J]. Int J Educ Pedagogic Sci, 2013, 7(10): 2789-2795.
|
[6] |
BARNETT L M, STODDEN D, COHEN K E, et al. Fundamental movement skills: an important focus[J]. J Teach Phys Educ, 2016, 35(3): 219-225.
|
[7] |
BORJI R, SAHLI S, BACCOUCH R, et al. An open‐label randomized control trial of hopping and jumping training versus sensorimotor rehabilitation programme on postural capacities in individuals with intellectual disabilities[J]. J Appl Res Intell Disabil, 2018, 31(2): 318-323.
doi: 10.1111/jar.12324
|
[8] |
LEE K, LEE M, SONG C. Balance training improves postural balance, gait, and functional strength in adolescents with intellectual disabilities: single-blinded, randomized clinical trial[J]. Disabil Health J, 2016, 9(3): 416-422.
doi: 10.1016/j.dhjo.2016.01.010
pmid: 26975417
|
[9] |
MCGARTY A M, MELVILLE C A. Parental perceptions of facilitators and barriers to physical activity for children with intellectual disabilities: a mixed methods systematic review[J]. Res Dev Disabil, 2018, 73: 40-57.
doi: S0891-4222(17)30314-1
pmid: 29248807
|
[10] |
MAÏANO C. Prevalence and risk factors of overweight and obesity among children and adolescents with intellectual disabilities[J]. Obesity Rev, 2011, 12(3): 189-197.
doi: 10.1111/j.1467-789X.2010.00744.x
|
[11] |
MUST A, CURTIN C, HUBBARD K, et al. Obesity prevention for children with developmental disabilities[J]. Curr Obesity Rep, 2014, 3(2): 156-170.
|
[12] |
PITCHFORD E A, ADKINS C, HASSON R E, et al. Association between physical activity and adiposity in adolescents with Down syndrome[J]. Med Sci Sport Exerc, 2018, 50(4): 667-674.
|
[13] |
KAPSAL N J, DICKE T, MORIN A J S, et al. Effects of physical activity on the physical and psychosocial health of youth with intellectual disabilities: a systematic review and meta-analysis[J]. J Phys Act Health, 2019, 16(12): 1187-1195.
doi: 10.1123/jpah.2018-0675
pmid: 31586434
|
[14] |
BIDDLE S J H, CIACCIONI S, THOMAS G, et al. Physical activity and mental health in children and adolescents: an updated review of reviews and an analysis of causality[J]. Psychol Sport Exerc, 2019, 42: 146-155.
doi: 10.1016/j.psychsport.2018.08.011
|
[15] |
World Health Organization. WHO Guidelines on Physical Activity and Sedentary Behaviour[R]. Geneva: World Health Organization, 2020.
|
[16] |
BIDDLE S, MUTRIE N. Psychology of Physical Activity: Determinants, Well-Being and Interventions[M]. London: Routledge, 2007.
|
[17] |
MAÏANO C, HUE O, LEPAGE G, et al. Do exercise interventions improve balance for children and adolescents with down syndrome? A systematic review[J]. Phys Ther, 2019, 99: 507-518.
doi: 10.1093/ptj/pzz012
pmid: 31089706
|
[18] |
FRAGALA-PINKHAM M A, BALL A L, JEFFRIES L M. Efficacy of lower extremity cycling interventions for youth with intellectual disabilities: a systematic review[J]. Phys Occup Ther Pediatr, 2021, 41(4): 410-428.
doi: 10.1080/01942638.2020.1862384
|
[19] |
MAÏANO C, HUE O, APRIL J. Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review[J]. J Intell Disabil Res, 2019, 63(9): 1163-1179.
doi: 10.1111/jir.12618
pmid: 31033077
|
[20] |
SALSE-BATÁN J, SANCHEZ-LASTRA M A, SUÁREZ-IGLESIAS D, et al. Effects of exercise training on obesity‐related parameters in people with intellectual disabilities: systematic review and meta‐analysis[J]. J Intell Disabil Res, 2022, 66(5): 413-441.
doi: 10.1111/jir.12928
|
[21] |
WEN Y, XIAO L, CINDY H P S. Physical activity and mental health in children and adolescents with intellectual disabilities: a meta-analysis using the RE-AIM framework[J]. Int J Behav Nutr Phys Act, 2022, 19(1): 1-15.
doi: 10.1186/s12966-021-01238-0
|
[22] |
JENG S C, CHANG C W, LIU W Y, et al. Exercise training on skill-related physical fitness in adolescents with intellectual disability: a systematic review and meta-analysis[J]. Disabil Health J, 2017, 10(2): 198-206.
doi: 10.1016/j.dhjo.2016.12.003
|
[23] |
World Health Organization. International Classification of Diseases 11th Revision[EB/OL]. (2019-10-17) [2022-08-20]. https://icd.who.int/browse11/l-m/en.
|
[24] |
世界卫生组织. 国际功能、残疾和健康分类(国际中文增补版)[M]. 邱卓英,译. 日内瓦: 世界卫生组织, 2015.
|
|
World Health Organization. International Classification of Functioning, Disability and Health-International Chinese Supplement[M]. QIU Z Y, trans trans. Geneva: World Health Organization, 2015.
|
[25] |
邹敏, 孙宏伟, 邱卓英, 等. 基于ICD-11和ICF的智力残疾术语、诊断和分类研究[J]. 中国康复理论与实践, 2019, 25(1): 1-5.
|
|
ZOU M, SUN H W, QIU Z Y, et al. Terminology, diagnosis and classification of intellectual disability using WHO ICD-11 and ICF[J]. Chin J Rehabil Theory Pract, 2019, 25(1): 1-5.
|
[26] |
邱卓英, 李伦, 陈迪, 等. 基于世界卫生组织国际健康分类家族康复指南研究:理论架构和方法体系[J]. 中国康复理论与实践, 2020, 26(2): 125-135.
|
|
QIU Z Y, LI L, CHEN D, et al. Research on rehabilitation guidelines using World Health Organization Family International Classifications: framework and approaches[J]. Chin J Rehabil Theory Pract, 2020, 26(2): 125-135.
|
[27] |
杨亚茹, 郝传萍. 基于ICF构建智力残疾儿童适应性体育课程体系[J]. 中国康复理论与实践, 2022, 28(6): 659-669.
|
|
YANG Y R, HAO C P. Construction of adapted physical education curriculum for children with intellectual disabilities using ICF[J]. Chin J Rehabil Theory Pract, 2022, 28(6): 659-669.
|
[28] |
ARMSTRONG E L, SPENCER S, KENTISH M J, et al. Efficacy of cycling interventions to improve function in children and adolescents with cerebral palsy: a systematic review and meta-analysis[J]. Clin Rehabil, 2019, 33(7): 1113-1129.
doi: 10.1177/0269215519837582
pmid: 30935240
|
[29] |
OWEN K, PARKER P, VAN Z B, et al. Physical activity and school engagement in youth: a systematic review and meta-analysis[J]. Educ Psychologist, 2016. DOI: 10.1080/00461520.2016.1151793.
doi: 10.1080/00461520.2016.1151793
|
[30] |
王梅, 施俊, 邱卓英, 等. 智力残疾儿童身体活动及其影响因素研究[J]. 中国康复理论与实践, 2019, 25(1): 29-33.
|
|
WANG M, SHI J, QIU Z Y, et al. Physical activities and its influential factors for children with intellectual disabilities[J]. Chin J Rehabil Theory Pract, 2019, 25(1): 29-33.
|
[31] |
刘洋, 原雅青, 王美娟. 智力障碍儿童青少年体力活动的研究进展[J]. 中国康复理论与实践, 2020, 26(2): 197-203.
|
|
LIU Y, YUAN Y Q, WANG M J. Advance in physical activity of children and adolescents with intellectual disabilities (review)[J]. Chin J Rehabil Theory Pract, 2020, 26(2): 197-203.
|
[32] |
姜静远, 李安巧, 邱服冰, 等. 基于ICF-CY儿童青少年身体活动指南的内容分析与比较[J]. 中国康复理论与实践, 2020, 26(9): 993-1004.
|
|
JIANG J Y, LI A Q, QIU F B, et al. Content analysis and comparison of physical activity guidelines for children based on ICF-CY[J]. Chin J Rehabil Theory Pract, 2020, 26(9): 993-1004.
|
[33] |
郝传萍, 郑蔚, 邱卓英, 等. 基于ICF智力与发展性障碍儿童体质健康研究[J]. 中国康复理论与实践, 2021, 27(12): 1393-1401.
|
|
HAO C P, ZHENG W, QIU Z Y, et al. Physical fitness for children from special education schools based on ICF[J]. Chin J Rehabil Theory Pract, 2021, 27(12): 1393-1401.
|
[34] |
KELLY L E. Adapted Physical Education National Standards[M]. Champaign, Illinois: Human Kinetics Publishers, 2019.
|