Influence of “Resistance Gaming” on Physical Performance among Disabled YouthLaurel Erickson, Ken Hutchinson, and Tony Moreno PhD ; School of Health Promotion & Human Performance, Eastern Michigan University, Ypsilanti MI

Abstract

INTRODUCTION: Barriers that restrict the “degrees of freedom” with which a person with disability can move limit the potential to perform particular skills among vocational settings and the workplace. PURPOSE: The purpose of this study was to assess the influence of “resistance gaming” on physical performance capacities among youth with cognitive and motor-impairment. METHODS: Male (n = 5) and female participants (n = 5) aged 13 to 18 years with varying degrees of physical and cognitive impairment (e.g., autism spectrum disorder, Downs’s syndrome, severe multiple impaired, etc.) from a secondary adapted physical education class completed a battery of 3 physical performance capacity tests to assess: 1) power; 2) agility; 3) anaerobic endurance; and 4) balance. Participants were then exposed to a 10 week, twice-per-week, “resistance gaming” intervention. RESULTS: Considering the variability in disability among participants, positive trends for improvement were evident from pre- to post-intervention for the physical performance capacities. CONCLUSIONS: Physical performance capacities (e.g., static and dynamic balance, movement time, power, etc.) are the basis for functional ability, enable one to expand their “motor vocabulary”, and potentially become purposeful for an occupation that requires movement. Further research and application in this area will potentially generate more vocational opportunities for the cognitive and motor impaired.

Methods

• 10 participants with physical and cognitive impairments: 5 males, 5 females (ages 13-18yrs)

• Participants completed a battery of tests to assess:• Power• Agility• Anaerobic endurance• Balance

• The following tests were performed:• Get-up and Pick-up Drill (w/ 3.6kg ball)• Warehouse shuffle (25m)• Static balance (how long on one foot)

• Students were exposed to a 12 week, twice per-week “resistance gaming” intervention within a secondary school adapted physical education class

• “Resistance games” incorporated physical activities (e.g., relays, agility courses, tag, etc.) but required:• Pushing/Pulling• Lifting• Carrying

References

1. Anderson, K., & Behm, D.G. (2005). The impact of instability resistance training on balance and stability. Sports Medicine. 35(1), 43-53.

2. Heath, G.W., Fentem, P.H. (1997). Physical activity among Persons with Disabilities – a public health perspective. Exercise and Sport Sciences Reviews, 25(1), 195-234.

3. Kozub, F.M. (2003). Explaining physical activity in individuals with mental retardation: an exploratory study. Education and Training in Developmental Disabilities, 38(3), 302-313.

4. Seagraves, F, Horvat, M, Franklin, C, & Jones, K. (2004). Effects of a school-based program on physical function and work productivity in individuals with mental retardation. Clinical Kinesiology: Journal of the American Kinesiotherapy Association, 58(2), 18-29.

5. Smail, K.M., Horvat, M. (2009) Resistance training for individuals with intellectual disabilities. Clinical Kinesiology: Journal of the American Kinesiotherapy Association.

6. Stanish, H.I., Frey, G.C. (2008). Promotion of physical activity in individuals with intellectual disability. Salud Publica Mex, 50(2), S178-S184.

ASD=Autism Spectrum Disorder; DS=Down’s Syndrome; CI=Cognitive Impaired; SXI=Severe Multiple Impaired

Review of the Literature

For youth with disability, movement is often constrained by physical and cognitive barriers, thus limiting the ability to conduct various movement tasks. These barriers restrict the “degrees of freedom” with which an individual can move about, thus limiting the potential for conducting physical performance abilities or tasks in a vocational setting or the workplace. Seagraves, Horvat, Franklin, and Jones (2004) state that individuals with mental retardation have more functional limitations with regard to adaptive behavior, lower vocational qualifications, and reduced physical capacity and motor ability. Further, improved functioning of individuals with mental retardation or similar disability may enhance their capability to perform vocational tasks at levels commensurate with the demands for employment.

Anderson and Behm (2005) demonstrated resistance training can be used to induce strength, power, and endurance adaptations with a myriad of exercises and equipment that provide a spectrum of stable and unstable loads. The effect of resistance exercise on muscle strength and size has been clearly documented, but evidence suggests that resistance training, absent of specific balance training, also has a positive effect on balance.

Previous work by Seagraves et al. (2004) demonstrates that task oriented skills (pail carry, chair stack, dolly push, and box stack) can be used in an activity setting to enhance muscular endurance. The progressive resistance training sessions were conducted in a circuit fashion, involving multiple stations with each station containing a different task.

With physical activity, the enhancement of function, increased motivation, and improving personal-social skills are critical components beneficial for students with disability. Adapted or inclusive physical education settings that utilize task-oriented “resistance games” may provide the opportunity to transition to vocational or workplace environments. In addition, this facet of physical training may offer persons with motor and cognitive disability meaningful affective and tangible prospects for a better livelihood throughout the lifespan.

Conclusion

Positive trends among physical performance capacities (e.g., static and dynamic balance, movement time, power, etc.) are the basis for enhancing functional ability, enable one to expand their “motor vocabulary”, and potentially become purposeful for an occupation that requires movement. Further research and application in this area may generate more vocational opportunities for cognitive and motor impaired youth.

20m Get-up and Pick-up drill (sec)

25m Warehouse shuffle (sec)

Single-leg balance (sec)

Subject Pre Post Pre Post Pre PostM1

(DS/CI)15.0 12.0 25.47 25.0 3.23 1.85

F1 (CI) 64 43 19.52 12.45 25 60

F2 (SXI)

26 24 83 58 1.16 11.55

F3 (CI) 13.8 13.1 28 31 3.71 8.29

F4 (CI) 13 13.19 33 44 2 2.78

M2 (ASD)

21.43 23.1 78 49 4.73 2.87

M3 (SXI) 15.58 23.1 32 52 7.94 28.77

F5 (DS/CI)

31 17.1 76 66 3 2.82

M4 (ASD)

11.79 11.1 34 24 8.87 19.11

M5 (CI)

8.63 7.1 15 14 11.87 39.29

Results

Positive trends were evident for the majority of participants, although the magnitude of these trends within and among disability is quite variable for each assessment.