Researchers looked at five different studies testing whether exercise programs could help children and teenagers with intellectual disabilities become more active and sit less. They found that exercise-based programs worked well—kids who participated in these programs moved about 4 extra minutes per day and sat down about 15 fewer minutes daily compared to kids who didn’t do the programs. This is important because children with intellectual disabilities often don’t get enough physical activity, which can affect their health. The research shows that simple exercise interventions may be a practical way to help this group stay healthier.

The Quick Take

  • What they studied: Whether exercise programs can help children and teenagers with intellectual disabilities become more physically active and reduce the time they spend sitting down
  • Who participated: Five research studies involving children and adolescents with intellectual disabilities. The exact total number of participants wasn’t specified in the summary, but the studies tested exercise-based programs against control groups that didn’t receive the programs
  • Key finding: Kids who did exercise programs moved about 4 extra minutes per day and sat about 15 fewer minutes daily compared to kids who didn’t participate. These differences were statistically significant, meaning they’re unlikely to have happened by chance
  • What it means for you: If you work with or care for children with intellectual disabilities, adding structured exercise programs may help them become more active. However, this is preliminary evidence, so more research is needed before making major changes. Talk to healthcare providers about what’s best for the specific child

The Research Details

Researchers conducted a systematic review and meta-analysis, which means they searched multiple scientific databases (Web of Science, Medline, ERIC, Ovid, and SPORTDiscus) for all studies testing exercise programs for children with intellectual disabilities. They looked at studies from the beginning of these databases through February 2023. They only included randomized controlled trials—the gold standard type of study where some kids get the program and others don’t, assigned randomly. This helps prove the program actually works rather than just showing that active kids stay active.

They found five studies that met their strict requirements. Four of these studies used only exercise as the intervention, while one combined exercise with health education and diet advice. The researchers then combined the results from all five studies using statistical methods to see if the overall pattern showed that exercise programs work.

This research approach is important because children with intellectual disabilities are often overlooked in exercise research. By combining results from multiple studies, researchers can see a clearer picture of whether exercise programs actually work for this group. Using only randomized controlled trials means the evidence is stronger than if they included studies where kids chose whether to participate

The researchers used a standard tool (RoB 2.0) to check how well each study was designed and whether the results could be trusted. They also measured how different the studies were from each other using a statistic called I2. The main limitation is that only five studies met their requirements, which is a small number. This means the findings are preliminary and more research is needed to be completely confident in the results

What the Results Show

The main finding was that exercise interventions worked. Children and teenagers who participated in exercise programs increased their daily physical activity by about 3.73 minutes on average compared to kids in control groups. This might sound small, but it was a statistically significant increase, meaning it’s unlikely to have happened by chance.

The programs also successfully reduced sedentary behavior (sitting time). Kids in the exercise programs sat about 15.31 fewer minutes per day compared to control groups. This is a more substantial change and was also statistically significant.

Four of the five studies used exercise alone, and these showed the programs were effective. One study combined exercise with health education and diet information, and it also showed positive results. This suggests that exercise is the key active ingredient, though combining it with education might offer additional benefits.

The research didn’t report detailed information about secondary outcomes like changes in fitness levels, strength, or mental health benefits. However, the focus on both increasing activity and decreasing sitting time is important because both are linked to better health outcomes in children

This is one of the first systematic reviews specifically looking at exercise interventions for children with intellectual disabilities. Previous research showed that this group typically doesn’t meet physical activity guidelines, but there wasn’t clear evidence about what types of programs work best. This study fills that gap by showing that structured exercise programs are effective, though researchers note that more high-quality studies are needed to build stronger evidence

The study had several important limitations. Only five randomized controlled trials were found and included, which is a small number for drawing strong conclusions. The studies may have differed in important ways (different types of exercise, different durations, different populations), which could affect how well the results apply to all children with intellectual disabilities. The studies also didn’t provide detailed information about how many total participants were involved. Additionally, the research only looked at short-term results, so it’s unclear whether the benefits last over months or years

The Bottom Line

Based on this preliminary evidence, exercise programs appear to be an effective way to increase physical activity and reduce sitting time in children and teenagers with intellectual disabilities. Confidence level: Moderate. The evidence is promising but based on a small number of studies. Healthcare providers and educators should consider incorporating structured exercise programs as part of care plans for this population, but should also monitor individual responses since children vary in their abilities and needs

Parents, teachers, therapists, and healthcare providers working with children and teenagers with intellectual disabilities should pay attention to these findings. The results apply specifically to this population and may not directly apply to children without intellectual disabilities. If a child has other health conditions or physical limitations, consult with their doctor before starting a new exercise program

Based on the studies reviewed, changes in activity levels and sitting time appeared within the timeframe of the interventions, which varied across studies. Most benefits would likely appear within weeks to a few months of starting a regular exercise program. However, maintaining these benefits long-term requires continuing the exercise program

Want to Apply This Research?

  • Track daily active minutes and sedentary time separately. Set a goal to increase active minutes by 3-5 minutes per day and reduce sitting time by 10-15 minutes daily. Use the app to log structured exercise sessions and monitor progress weekly
  • Start with one structured exercise session per week (15-30 minutes) and gradually increase frequency. Use the app to schedule exercise times, set reminders, and celebrate completed sessions. Include variety in activities (walking, dancing, sports, games) to maintain interest
  • Weekly check-ins on total active minutes and sitting time. Monthly reviews of progress toward goals. Track which types of activities the child enjoys most and which times of day work best for exercise. Adjust the program based on what’s working and what isn’t

This research provides preliminary evidence about exercise programs for children with intellectual disabilities, but it is not a substitute for professional medical advice. Before starting any new exercise program, consult with your child’s doctor or healthcare provider, especially if your child has other health conditions, takes medications, or has physical limitations. Results may vary based on individual abilities, age, and specific type of intellectual disability. This summary is for informational purposes only and should not be used to diagnose or treat any condition.