The role of recreational physical activity in developing some indicators of adaptive behavior (intelligence and motor coordination) in intellectually disabled individuals capable of learning

Abstract

Individuals with special needs (the disabled) are those whose physical, sensory, mental, or behavioral abilities fall below the general standard in society. This difference necessitates the development of specialized educational, sports, and rehabilitation programs to utilize and develop these abilities to the fullest extent possible. Undoubtedly, engaging in sports activities through proper educational methods positively impacts individuals, instilling sound values, attitudes, and behaviors that enable them to integrate with themselves and the community in which they live. Diverse sports activities play a vital role in addressing individual deficiencies. If a person loses the ability to enjoy any aspect of life, these activities compensate by allowing them to experience their own potential through participation. These factors have led developed societies to view people with disabilities with greater optimism than in the past, granting them opportunities to participate in social and economic life and contribute to the advancement of their countries. Caring for children in general, and those with disabilities in particular, is an investment in society as a whole. The progress and advancement of societies are measured by the extent of their attention to and care for these individuals and their efforts to develop their diverse skills. The phenomenon of intellectual disability is not limited to developing societies; it also exists in developed societies that prioritize developing the intelligence and skills of their citizens to achieve optimal opportunities for social integration. Individuals with intellectual disabilities share several general characteristics that distinguish them from other children. These characteristics include a reduced capacity for attention, concentration, thinking, and self-direction. With progress, society has begun to view individuals with disabilities not as incapable, but rather as a failure to understand their abilities and potential. This has led to the realization that disability is a social issue, not an individual one. Therefore, children with intellectual disabilities possess many skills that need to be nurtured and developed. Abdul Karim (1995) argues that sports are among the most important rehabilitative, therapeutic, and recreational tools for this group. Furthermore, sports participation in sports instills a spirit of challenge, mitigating the psychological effects of disability and aiding their personal and social adaptation to their environment. Kephart (1960) confirms that mental development is greatly affected by sports activities, because mental and physical activities are closely linked in childhood. Cratty (1967) also believes that mentally disabled people respond to programs that focus heavily on sports activities because they enable them to express themselves non-verbally, and they symbolize success and confidence and aim for better adaptation, which is reflected in the child’s personality.