The aim of the master’s thesis was to determine the effects of the experimental eight-week exercise program on the physical characteristics and motor skills of children with mild intellectual disabilities. The study included 10 students aged between 11 and 14 years who attended the sixth grade of a primary school with an adapted educational program with a lower educational standard. The students were divided into an experimental group and a control group.
During physical education classes, the experimental group participated in an adapted exercise program three times per week for eight weeks. During the same period, the control group attended regular physical education classes according to the curriculum. Testing was conducted before and after the exercise program, during which physical characteristics (body height, body weight, BMI, and skinfold thickness) and motor skills were measured.
The results showed no statistically significant differences between the groups in physical characteristics or motor skills before or after the eight-week period. Within the experimental group, body height and body mass index changed significantly, which can be attributed to growth and development. Among motor skills, a statistically significant improvement was observed in the sit-and-reach test, while performance in the plate tapping test deteriorated. In the control group, a statistically significant improvement was found in the 2-minute step test.
It was concluded that the exercise program did not have a statistically significant effect on the student's physical characteristics or motor skills. The results suggest that longer, more structured, and individually adapted exercise programs are likely needed to achieve measurable effects in children with mild intellectual disabilities.
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