The importance of physical activity for the psychosocial functioning of students with developmental disabilities

Research findings on the prevalence and importance of physical activity (PA) among children and adolescents with developmental disabilities have indicated insufficient PA levels in this population, which may lead to adverse effects on their physical and psychosocial health. The aim of this study, drawing on Goodman’s approach, was to examine whether there are differences in the psychosocial functioning of students with developmental disabilities with respect to their PA level and whether the impact of their difficulties on areas of everyday life differs according to PA level. The sample included 95 students with developmental disabilities aged 11 to 17 years. The Strengths and Difficulties Questionnaire with the Impact Supplement (SDQ), parent-report form, was used to assess students’ psychosocial functioning. The short form of the International Physical Activity Questionnaire (IPAQ-SF) was used to assess PA level. The Mann-Whitney U test showed significant differences in students’ prosocial behavior with regard to attaining the recommended level of moderate PA. Significant differences also emerged between the sedentary and non-sedentary groups in terms of impact score and the influence of difficulties in the areas of school learning, leisure activities, and the burden on parents and the family. The results indicate that PA can serve as a basis for encouraging positive forms of social behavior and better everyday functioning among students with developmental disabilities.