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The association between physical activity and mental health in children with special educational needs: A systematic
Wen Yang1, Stephen Heung-Sang Wong1, Raymond Kim-Wai Sum1
1Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong.
Insights
Physical activity (PA) is linked to better mental health in children with special educational needs (SEN). Unstructured PA, like free play, showed the strongest positive effects on well-being and reduced anxiety.
Area of Science:
- Pediatrics
- Psychology
- Sports Science
Background:
- Established link between physical activity (PA) and mental health in typically developing children.
- Limited understanding of this association in children with special educational needs (SEN).
Purpose of the Study:
- To systematically review and synthesize existing evidence on the association between PA and mental health in children with SEN.
- To identify the types of PA most beneficial for mental health in this population.
Main Methods:
- Systematic literature search across five databases (PsycINFO, SPORTDiscus, PubMed, Web of Science, CINAHL) from October 2010 to February 2021.
- Inclusion and exclusion criteria based on the PICOS framework.
- Quality assessment using the McMaster critical review form; 18 studies met criteria (quality rating ≥ 60%).
Main Results:
- Positive association between PA and overall psychological well-being (enjoyment, self-worth, self-competence, mental wellness, quality of life) in children with SEN.
- Negative association between PA and anxiety and fatigue.
- Unstructured PA (free play, recess) demonstrated the strongest associations; structured PA (physical education) was more strongly related than overall PA.
Conclusions:
- Physical activity is consistently associated with improved mental health outcomes in children with SEN.
- Interventions promoting PA, particularly unstructured forms, are recommended to enhance mental health in children with SEN.
- Body composition, age, and sex may moderate the PA-mental health relationship in this group.
Abstract:
The association between physical activity (PA) and mental health in typically developing children has been amply documented, but little is known about the corresponding association in children with special educational needs (SEN). This systematic review aimed to synthesize the evidence for the association between PA and mental health in children with SEN. A systematic literature search of five databases (PsycINFO, SPORTDiscus, PubMed, Web of Science, and CINAHL) was conducted, and the publication year was between October 2010 and February 2021. Two researchers performed abstract and full text screening and extracted the data independently. Inclusion and exclusion criteria followed the PICOS framework, and the quality of eligible studies was assessed using the McMaster critical review form. Eighteen studies that met the inclusion criteria and had quality ratings ≥ 60% were included in this review. PA was positively associated with overall psychological well-being and its subtypes (including enjoyment, self-worth, self-competence, mental wellness, and quality of life), and negatively associated with anxiety and fatigue. Body composition, age, and sex were moderators of the association. The findings of this review indicated that PA was consistently associated with mental health in children with SEN. These associations were the most powerful when PA was conducted in unstructured types such as free play and recess activities. Structured types including physical education classes were more strongly related to mental health than overall PA (combined structured and unstructured types). Future PA interventions are needed to promote mental health in children with SEN.
