Manojlovic M, Roklicer R, Trivic T, Milic R, Maksimović N, Tabakov R, Sekulic D, Bianco A and Drid P (2023) Effects of school-based physical activity interventions on physical fitness and cardiometabolic health in children and adolescents with disabilities: a systematic review. Front. Physiol. 14:1180639.
Disability is defined as a difficulty in functioning at the physical, mental, or sensory level that impairs participation in various aspects of life, including interactions with the external environment.
World Health Organization (WHO), more than 1,000 million people with disabilities worldwide, which represents approximately 15% of the entire population
In the United Kingdom, about 1 million children live with some disabilities.
WHO strongly recommended engaging in at least 60 min of moderate-to-vigorous physical activity per day across the week. Regrettably, most children with disabilities do not meet this recommendation.
Regarding body composition, children with disabilities possess higher values of body weight, body mass index (BMI) and waist circumference relative to their typically developing (TD) counterparts.
Cardiorespiratory and muscular fitness were below reference values in children with intellectual disabilities (ID). It is also relevant to highlight that adolescents with Down syndrome had substantially lower levels of skills related to the motor fitness test, compared to adolescents without Down syndrome.
Scientific literature suggests an inverse correlation between physical fitness and cardiovascular diseases, mental health issues and adiposity.
School-based physical activity programs, are highly desirable to prevent the consequences elicited by exacerbated physical fitness in children or adolescents with disabilities.
School-based physical activity interventions are very efficient in improving the health and the skills related to the motor fitness in children and adolescents with varied disabilities.
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