基于ICF智力与发展性障碍儿童体质健康研究

doi:10.3969/j.issn.1006-9771.2021.12.004

Abstract

Abstract:

Objective To explore the functional status and influencing factors of physical fitness of children with intellectual and developmental disabilities enrolled in special education, and to establish framework of physical fitness for analysis of physical fitness and exercise intervention using International Classification of Functioning, Disability and Health (ICF). Methods Based on the ICF apporach, we analyzed the functional status and physical fitness characteristics and influencing factors of students in special education schools, and developed a function-based physical fitness intervention program for children with intellectual and developmental disabilities with reference to the requirements of WHO Guidelines on Physical Activity and Sedentary Behavior (2020). Results A systematic analysis of the overall functional status of children with intellectual and developmental disabilities based on ICF, especially intellectual functions, activities and environmental factors related to intellectual disability, was conducted and discussed in the context of related motor functions and physical fitness. A physical activity program was developed based on the ICF and with reference to WHO Guidelines on Physical Activity and Sedentary Behavior (Children and Adolescents), and related adaptive support strategies were proposed. Conclusion The overall functional status of children with intellectual and developmental disabilities has been analyzed in body functioning (both intellectual and motor), activity and participation, and environmental factors. Based on WHO Guidelines on Physical Activity and Sedentary Behavior and the ICF framework, a physical activity program for physical fitness with adaptive and supportive teaching and training methods, has been developed for children with intellectual and developmental disabilities.

Key words: International Classification of Functioning, Disability and Health, physical fitness, intellectual disability

CLC Number:

HAO Chuan-ping,ZHENG Wei,QIU Zhuo-ying,LI An-qiao,WANG Shao-pu,ZHU Ting,WANG Mei,MAO Rong-jian,LI Yue,HAN Xiao. Physical Fitness for Children from Special Education Schools Based on ICF[J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2021, 27(12): 1393-1401.

Figures/Tables 3

References 48

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精神功能(ICF中对应编码)	体质健康功能(ICF中对应编码)
定向功能(b114)	呼吸功能(b440)(肺活量)
智力功能(b117)	运动耐受功能(b455)(20 m折返跑、6/9 min跑/走)
整体心理社会功能(b122)	体质量维持(b530)(体成分)
注意力功能(b140)	关节活动功能(b710)、关节稳定功能(b715)(坐位体前屈)
记忆功能(b144)	肌肉力量功能(b730)、肌张力功能(b735)、肌肉耐力功能(b740)(握力、立定跳远、肌张力、肌耐力、仰卧起坐)
情绪功能(b152)	不随意运动反应功能(b755)(单脚站立平衡)
知觉功能(b156)	随意运动反应功能(b760)(身体协调功能)
思维功能(b160)	步态功能(b770)
基本认知功能(b163)	其他特指或未特指的运动功能(b789)(粗大运动功能)
高水平认知功能(b164)	与肌肉和运动功能有关的感觉(b780)(痉挛状况)
语言精神功能(b167)
计算功能(b172)
序列复杂动作精神功能(b176)
自身体验和时间体验功能(b180)

活动方式	活动强度	活动频次	活动时间	应避免行为
有氧运动	中等到剧烈	1次/d	每次60 min	久坐 (屏幕娱乐)
有氧运动	剧烈	3次/周	自我感觉	久坐 (屏幕娱乐)

Physical Fitness for Children from Special Education Schools Based on ICF

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