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Factors affecting dance exercise performance in students at a special needs school.

Yukiko Ito¹, Izumi Hiramoto¹, Hideya Kodama¹

¹Department of Maternity Child Nursing, Akita University Graduate School of Medicine and Faculty of Medicine, Akita, Japan.

Pediatrics International : Official Journal of the Japan Pediatric Society

|June 7, 2017

Summary

Dance exercise performance in students with intellectual disability (ID) improved over time. Male students, older age, Down syndrome diagnosis, and higher development quotient (DQ) scores positively impacted performance.

Keywords:

Down syndrome autism spectrum disorder calorie use dance exercise intellectual disability special needs school

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Area of Science:

Physical Education
Special Education
Developmental Psychology

Background:

Dance exercise is a compulsory part of health and physical education in Japan.
Significant performance disparities exist among students with intellectual disability (ID) in special needs schools.
Identifying factors influencing dance performance in students with ID is crucial.

Purpose of the Study:

To identify factors affecting dance exercise performance in students with intellectual disability (ID).
To analyze the impact of various individual characteristics on dance performance outcomes.

Main Methods:

A 4-month dance exercise program was conducted with 32 junior high school students with ID.
Performance was quantitatively assessed using calorie expenditure and proficiency scores over 22 sessions.
Data were analyzed in relation to gender, age, BMI, diagnosis, and development quotient (DQ) score.

Main Results:

Student performance generally improved with practice, peaking around the third month.
Male gender and older age positively correlated with higher calorie expenditure.
Down syndrome diagnosis and higher DQ scores were associated with improved proficiency.
Autistic female students exhibited the poorest performance outcomes.

Conclusions:

Repetition and practice enhance dance exercise performance in students with ID.
Individual factors such as gender, age, diagnosis, and cognitive development influence performance.
Targeted interventions may be necessary to address performance gaps in specific student groups, particularly autistic females.