Correction of motor stereotypes using dance exercises in children with Down syndrome

Abstract

Physical activity is essential in rehabilitation strategies for children with Down syndrome (DS). Enhancing methods to effectively address their physical impairments remains a continuing challenge. Purpose: The aim of this study was to design and evaluate the effectiveness of a dance exercise program in comparison with traditional adaptive physical education methods for correcting motor patterns in children with DS. Materials and methods: Twenty-four boys aged 11–13 years with DS participated in this study. They were divided into a control group (CG) and an experimental group (EG), with each group attending one 45-min lesson per week over eight months. The CG engaged in adaptive physical education based on the Federal State Educational Standards for Students With Intellectual Disabilities. For the EG, a method incorporating dance exercises with selected standard choreographic positions, organized into three blocks, was proposed and tested as part of a rehabilitation program. Assessments included boundary testing of strength, strength endurance, static and dynamic balance, fine motor skills, and quality of life. Results. The testing of the proposed method, designed to correct asymmetric muscle tone, enhance coordination of body movements, and improve spinal stabilization in children with DS, demonstrated superior effectiveness compared to traditional rehabilitation approaches. Boundary testing results for strength abilities, static and dynamic balance, and fine motor skill development in the EG revealed significantly higher values compared to the CG. Additionally, children in the EG achieved the highest quality of life scores, as reported by both the children and their parents. Conclusions. The proposed method for correcting motor stereotypes through dance-based techniques has been tested and can be effectively incorporated into rehabilitation practices for children with DS.