The effects of applied physical activity on the balance, coordination and self-esteem of children with intellectual disabilities

The aim of the study was to evaluate the changes in the balance, coordination and self-esteem of children with moderate intellectual disabilities by participating in purposeful applied physical activity activities. Research methods and organization: The study involved 20 school-age children with moderate intellectual disabilities. The subjects were divided into 2 groups: the study group - group I (n = 10) and the control group - group II (n = 10). The study group was given a 6-week work-out program after 60 minutes of applied physical activity, based on the recommendations of Rossow-Kimball (2018), which was based on gymnastic exercises with a focused emphasis on coordination and balance training. The control group participated in regular physical education lessons. The functional status of all subjects (groups I and II) was assessed twice: before and after physical activity. Coordination was assessed using non-equilibrium coordination samples (according to Schmitz, 1988). Changes in self-esteem before and after physical activity were assessed on the Rosenberg Self-Esteem Scale. Research results: The results of the study showed that the use of targeted gymnastic exercises in children with moderate intellectual disabilities significantly improved the balance, coordination and self-esteem indicators of the study group. The results of the control group remained unchanged. Conclusion: A targeted program of applied physical activity has significantly improved the balance, coordination, and self-esteem rates of children with moderate intellectual disabilities