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Volume 18, Issue 1 (2026)
3 2026, 18(1): 1001-1008 |
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Received: 2026/05/4 | Accepted: 2026/01/29 | Published: 2026/01/29
Received: 2026/05/4 | Accepted: 2026/01/29 | Published: 2026/01/29
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The Effects of SPARK and FBS Training Programs on some indicators of physical fitness and aerobic capacity in Children with Intellectual Disabilities. 3 2026; 18 (1) :1001-1008
URL: http://ijwph.daneshafarand.org/article-3-85676-en.html
URL: http://ijwph.daneshafarand.org/article-3-85676-en.html
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Abstract (134 Views)
Aims: Children with intellectual disabilities have lower levels of physical fitness indices due to neurological impairments, motor delays, and physical limitations. The present study was conducted to investigate the effects of SPARK and FBS training programs on selected physical fitness indices and aerobic capacity in children with intellectual disabilities.
Methodology: This semi-experimental study included 36 children with intellectual disabilities from Aligodarz city (mean age: 9.57 ± 1.69 years). Participants were purposefully selected and randomly assigned to three groups (n=12 each): SPARK training group, FBS training group, and control group. The training groups underwent selected SPARK or FBS protocols for 8 weeks (3 sessions per week, 45–60 minutes per session), whereas the control group received no exercise intervention. Balance was assessed using the Timed Up and go, muscular endurance using modified pull-up and sit-up tests, flexibility using the sit-and-reach test, and aerobic capacity using the 20-meter shuttle run test. Measurements were taken 48 hours before and after the training period. Data were analyzed using mixed-design ANOVA with repeated measures, Duncan’s post-hoc test, and paired t-tests at a significance level of P ≤ 0/05.
Results: Both SPARK and FBS training programs significantly improved balance (15.48% and 12.36), muscular endurance (26.4% and 25.8%), flexibility (26.13% and 18.36%), and aerobic capacity (10.16% and 12%%, respectively) compared to the control group (P ≤ 0.05). However, no significant differences were found between the two training programs on any of the variables (P > 0.05).
Conclusion: SPARK and FBS training programs are equally effective, safe, enjoyable, and efficient interventions that can simultaneously enhance physical fitness indices and aerobic capacity in children with intellectual disabilities. These findings highlight the importance of incorporating multidimensional, play-based exercise programs into the educational and rehabilitation curricula for children with intellectual disabilities.
Methodology: This semi-experimental study included 36 children with intellectual disabilities from Aligodarz city (mean age: 9.57 ± 1.69 years). Participants were purposefully selected and randomly assigned to three groups (n=12 each): SPARK training group, FBS training group, and control group. The training groups underwent selected SPARK or FBS protocols for 8 weeks (3 sessions per week, 45–60 minutes per session), whereas the control group received no exercise intervention. Balance was assessed using the Timed Up and go, muscular endurance using modified pull-up and sit-up tests, flexibility using the sit-and-reach test, and aerobic capacity using the 20-meter shuttle run test. Measurements were taken 48 hours before and after the training period. Data were analyzed using mixed-design ANOVA with repeated measures, Duncan’s post-hoc test, and paired t-tests at a significance level of P ≤ 0/05.
Results: Both SPARK and FBS training programs significantly improved balance (15.48% and 12.36), muscular endurance (26.4% and 25.8%), flexibility (26.13% and 18.36%), and aerobic capacity (10.16% and 12%%, respectively) compared to the control group (P ≤ 0.05). However, no significant differences were found between the two training programs on any of the variables (P > 0.05).
Conclusion: SPARK and FBS training programs are equally effective, safe, enjoyable, and efficient interventions that can simultaneously enhance physical fitness indices and aerobic capacity in children with intellectual disabilities. These findings highlight the importance of incorporating multidimensional, play-based exercise programs into the educational and rehabilitation curricula for children with intellectual disabilities.