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Background: This study compared the acute effects of aerobic (AE) and resistance (RE) exercise on reaction time (RT) and working memory (WM) in individuals with intellectual disability. Methods: RT tests and Corsi test for WM were performed before and after three intervention sessions: AE, RE, or control session consisting on watching video. Results: The RT values decreased significantly (p < 0.001) after both of AE and RE with higher extend after the RE but did not vary following the control session. Corsi scores increased significantly (p < 0.001) after AE but not after RE or control session. Conclusions: These findings suggest that the effects of acute exercise on cognitive function in individuals with intellectual disability depend on the exercise mode as well as the nature of the cognitive task. The RE seems to be more recommended for RT enhancement whereas only the aerobic one could improve WM in these individuals.

Background: Previous reports showed that athletes without disabilities have better postural skills than their sedentary peers. This finding has not been elucidated in athletes with intellectual disabilities despite their decreased postural balance. This study aims to investigate static postural balance in track and field athletes with intellectual disabilities compared to their sedentary peers. Methods: Eighteen track and field athletes with intellectual disabilities (23.5 ± 4.52 years) and 18 sedentary peers (20.3 ± 3.4 years) participated in this study. A stabilometric platform was used to assess static postural balance in bipedal and unipedal stances with open (OE) and closed (CE) eyes. Results: In OE, the result showed significantly better static postural balance (CoPVm: p < 0.001; CoParea: p < 0.001) in athletes compared to the sedentary ones in both stances. In CE, this difference was not observed in the unipedal stance. Conclusion: Track and field experience may improve static postural balance in athletes with intellectual disabilities, mainly when visual input is available.

Background: The purpose of the current study was to evaluate the effects of dual-task (DT) constraints on walking performance in children with intellectual disability (ID). Methods: Fifteen children with intellectual disability and fifteen age-matched typically developed children were asked to walk at a preferred speed: along a path (baseline condition), while carrying a glass of water and while quoting animal names. Results: The present study findings showed that DTs affect walking performance of both typically developed children and those with intellectual disability. In children with intellectual disability, DT walking decrements were significantly higher when performing a concurrent motor task than cognitive one. Conclusions: DT constraints with a secondary motor or cognitive tasks seemed challenging for children with intellectual disability suggesting that future treatments or assessments should consider using DT constraints to manipulate the difficulty of tasks.

Background: This study aimed to compare the effectiveness of a hopping and jumping training programme (HJP) versus a sensorimotor rehabilitation programme (SRP) on postural performances in children with intellectual disability. Methods: Three groups of children with intellectual disability participated in the study: the HJP group, the SRP group and a control group. Postural capacities were tested with the Berg Balance Scale (BBS) and the Tinetti tests. The HJP and the SRP groups participated in the training programmes for eight weeks. Then, all participants were retested. Results: Results showed that before the training period, there are no significant differences between the three groups. After the training period, the BBS and the Tinetti scores increased significantly in the HJP group and the SRP group with greater extent in the HJP group than in the STP group. Conclusion: We suggest that HJP training is more recommended to improve postural capacities in children with intellectual disability.