{"title":"The impact of physical activities on physical literacy and cognitive performance of children with autism spectrum disorder (ASD).","authors":"Morteza Homayounnia Firouzjah, Morteza Pourazar, Saeed Nazari Kakvandi, Refail Azadian Dalasm","doi":"10.1016/j.earlhumdev.2025.106350","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>Autism spectrum disorder (ASD) is one of the most severe childhood disorders and every child with this disorder has a unique situation in terms of strengths or challenges in cognitive, motor, emotional and social fields.</p><p><strong>Methods: </strong>This study is semi-experimental with pre-test and post-test design and a control group. The statistical population in this research included all (ASD) from 8 to 12 years old in the educational centers for children with this disorder in Mazandaran province in 2024. Random sampling method was applied to select the target sample, based on which 30 children with autism spectrum disorders were selected for this study. The training program was taken from Horwitz and Sissel (Horwitz R), which includes reinforcement, games, and sports activities for children, performed by the experimental group for 24 sessions (60 min each session and for 70 days). Canadian Assessment of Physical Literacy - Second Edition (CAPL-2) was employed to assess physical literacy and Tower of London test for cognitive performance. The data were analyzed by multivariate covariance method.</p><p><strong>Results: </strong>The obtained results indicated that for the total physical literacy, the results of the post-hoc-test for the main effect of Practice intervention showed that the experimental group is significantly different from control group, all p < 0.05. Means comparisons showed that the experimental group resulted in higher physical literacy than control group. Also time test (reaction time) from the series of tests of the tower of London (Cognitive Performance) no significant differences two groups in the pre-test (F > 1), confirming that the two groups did not differ before training.</p><p><strong>Conclusion: </strong>Therefore, it can be concluded that performing physical activities as an essential and main part of the daily schedule of these children can provide effective consequences in improving their cognitive performance and physical literacy.</p>","PeriodicalId":11435,"journal":{"name":"Early human development","volume":"210 ","pages":"106350"},"PeriodicalIF":2.0000,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early human development","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1016/j.earlhumdev.2025.106350","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/7/31 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"OBSTETRICS & GYNECOLOGY","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose: Autism spectrum disorder (ASD) is one of the most severe childhood disorders and every child with this disorder has a unique situation in terms of strengths or challenges in cognitive, motor, emotional and social fields.
Methods: This study is semi-experimental with pre-test and post-test design and a control group. The statistical population in this research included all (ASD) from 8 to 12 years old in the educational centers for children with this disorder in Mazandaran province in 2024. Random sampling method was applied to select the target sample, based on which 30 children with autism spectrum disorders were selected for this study. The training program was taken from Horwitz and Sissel (Horwitz R), which includes reinforcement, games, and sports activities for children, performed by the experimental group for 24 sessions (60 min each session and for 70 days). Canadian Assessment of Physical Literacy - Second Edition (CAPL-2) was employed to assess physical literacy and Tower of London test for cognitive performance. The data were analyzed by multivariate covariance method.
Results: The obtained results indicated that for the total physical literacy, the results of the post-hoc-test for the main effect of Practice intervention showed that the experimental group is significantly different from control group, all p < 0.05. Means comparisons showed that the experimental group resulted in higher physical literacy than control group. Also time test (reaction time) from the series of tests of the tower of London (Cognitive Performance) no significant differences two groups in the pre-test (F > 1), confirming that the two groups did not differ before training.
Conclusion: Therefore, it can be concluded that performing physical activities as an essential and main part of the daily schedule of these children can provide effective consequences in improving their cognitive performance and physical literacy.
期刊介绍：
Established as an authoritative, highly cited voice on early human development, Early Human Development provides a unique opportunity for researchers and clinicians to bridge the communication gap between disciplines. Creating a forum for the productive exchange of ideas concerning early human growth and development, the journal publishes original research and clinical papers with particular emphasis on the continuum between fetal life and the perinatal period; aspects of postnatal growth influenced by early events; and the safeguarding of the quality of human survival.
The first comprehensive and interdisciplinary journal in this area of growing importance, Early Human Development offers pertinent contributions to the following subject areas:
Fetology; perinatology; pediatrics; growth and development; obstetrics; reproduction and fertility; epidemiology; behavioural sciences; nutrition and metabolism; teratology; neurology; brain biology; developmental psychology and screening.
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