自闭症谱系障碍儿童和非自闭症谱系障碍儿童体育活动的比较:一项系统回顾和荟萃分析。

IF 1.7 3区医学 Q2 REHABILITATION

Adapted Physical Activity Quarterly Pub Date : 2022-04-11 DOI:10.1123/apaq.2021-0152

John P. Rech, J. Irwin, Adam B. Rosen, Jessica Baldwin, Michaela A. Schenkelberg

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引用次数: 9

摘要

与没有自闭症谱系障碍的儿童相比，自闭症谱系障碍儿童经常观察到较低水平的身体活动(PA);然而，一些研究表明两组之间的PA几乎没有差异。本系统综述结合荟萃分析的目的是比较2-18岁儿童(有和没有ASD)之间PA的差异。完成了对5个在线数据库的详尽搜索，有31项研究符合纳入标准。一个汇集随机效应的Hedges's g模型被用来确定自闭症儿童和非自闭症儿童之间PA的差异。自闭症儿童的体力活动明显少于非自闭症儿童(Δ = -0.62, p < 0.001)。亚组分析显示，PA在强度水平、年龄、环境和测量方法方面存在显著的中等到较大差异。未来的研究需要进一步探索与ASD儿童低水平PA相关的潜在机制。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Comparison of Physical Activity Between Children With and Without Autism Spectrum Disorder: A Systematic Review and Meta-Analysis.

Lower levels of physical activity (PA) are often observed among children with autism spectrum disorder (ASD) compared to children without ASD; however, some studies have demonstrated few to no PA differences between the two groups. The purpose of this systematic review with meta-analysis was to compare the differences in PA between children (2-18 years) with and without ASD. An exhaustive search of five online databases was completed, and 31 studies met the inclusion criteria. A pooled random-effects Hedges's g model was used to determine differences in PA between children with and without ASD. Children with ASD were found to be significantly less physically active than children without ASD (Δ = -0.62, p < .001). Subgroup analyses revealed significant moderate to large differences in PA by intensity level, age, setting, and measurement methods. Future studies are needed to further explore the underlying mechanisms associated with lower levels of PA among children with ASD.

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来源期刊

Adapted Physical Activity Quarterly 医学-康复医学

CiteScore

3.00

自引率

10.50%

发文量

审稿时长

>12 weeks

期刊介绍： APAQ is an international, peer-reviewed, multidisciplinary journal designed to stimulate and communicate scholarly inquiry relating to physical activity that is adapted in order to enable and enhance performance and participation in people with disability. Physical activity implies fine, gross, functional, and interpretive movement including physical education, recreation, exercise, sport, and dance. The focus of adaptation may be the activity or task that is to be performed, environment and facilities, equipment, instructional methodology, and/or rules governing the performance setting. Among the populations considered are persons with motor, intellectual, sensory, and mental or other disabilities across the life span. Disciplines from which scholarship to this aim may originate include, but are not limited to, physical education, teacher preparation, human development, motor behavior and learning, biomechanics, exercise and sport physiology, and exercise and sport psychology. Scientific inquiry may originate from quantitative or qualitative inquiry, as well as from multimethod designs.