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Document Type

Abstract

Publication Date

1-14-2026

Abstract

While fundamental movement skills (FMS) and physical fitness are critical for children with intellectual disabilities, their multidimensional interactions remain poorly characterized. This study aimed to elucidate the structural associations between FMS (locomotor and object control skills) and physical fitness in children with intellectual disabilities using canonical correlation analysis (CCA). Method: A cross-sectional design included 207 children with intellectual disabilities (aged 6–18 years, mean age=13.13±3.14). Thirteen FMS were assessed via the TGMD-3 tool, and seven physical fitness indicators (e.g., 50m sprint, standing long jump, TUG test) were measured. Statistical analyses, including CCA and regression modeling, were conducted using SPSS 27.0. The study found that the first pair of canonical correlation coefficients between the two sets of variables reached 0.829 (p < 0.001), indicating a significant positive correlation between motor skills and physical fitness. The canonical structure analysis revealed that the core associated factors of physical fitness were lower limb explosive power (Standing long jump, r = 0.951), speed quality (50m sprint, r = 0.891), and balance (TUG, r = -0.604). These main physical fitness factors were significantly related to multi-dimensional motor skills, among which lateral shuffle (0.773), single-foot hop (0.863), kicking a stationary ball (0.784), and stationary dribbling (0.733). Redundancy analysis indicated that the typical variable V1 could explain 50.1% of the total variance of physical fitness and 34.5% of the variation in motor skills. Regression analysis further confirmed that lower limb explosive power (R² = 0.578) and speed quality (R² = 0.525) had the strongest predictive effect on the variation of motor skills, while flexibility (sit-and-reach test) had no significant impact (R² = 0.001). The study identified a bidirectional reinforcement mechanism between power-speed capacities and object control proficiency, with coordination deficits reflected in TUG performance potentially limiting dynamic balance development. These findings underscore the necessity of integrating lower-limb strength training (e.g., plyometrics) and task-specific skill interventions (e.g., ball control drills) to enhance motor performance in children with intellectual disabilities. The results provide a theoretical foundation for designing precision rehabilitation programs that synergistically target physical fitness and FMS development.

DOI

https://doi.org/10.18122/ijpah.5.1.105.boisestate

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