Abstract
The insufficient effectiveness of physical education curriculum for Chinese high school students with intellectual disabilities (ID) arises from a deficiency in customized frameworks. This study aims to evaluate the impact of adaptive physical activity (APA) programs designed according to the International Classification of Functioning, Disability and Health (ICF) framework on the health-related physical fitness (HRPF) and fundamental movement skills (FMS) of high school students with intellectual disabilities (ID). A total of 28 students with ID (mean age = 16.2 years) were randomly assigned to an intervention group (IG) participating in APA programs, or a control group (CG) following traditional physical education. The APA sessions lasted 45 minutes, three times a week, for 16 weeks. Pre- and post-intervention HRPF and FMS were assessed. The results show that significant improvements were observed in HRPF and FMS in the IG compared to the CG. Specifically, handgrip strength, sit-to-stand performance, and PACER test results improved significantly. The APA program, based on the ICF theory, is a valuable addition to the current physical education curriculum for students with ID, offering a more inclusive and effective approach to their physical education.