Impact of inclusive recreational and life-skill activities on physical, personal care, and communication skills of students with intellectual disability

Background and Study Aim. Students with intellectual disabilities (SwID) often face challenges in interpersonal communication, personal hygiene, and motor development, hindering their social integration and independence. Physical activity and socialization are key factors for improving these areas, but traditional fitness programs often do not address the specific needs of SwID. This study aims to determine the effect of Inclusive Recreational and Life-Skill Activities (IRLSA) on SwID, specifically in their physical abilities, personal hygiene, and interpersonal communication. Material and Methods. The study used a quasi-experimental pre-test/post-test control group design. Forty male students with mild intellectual disabilities were selected from special schools and academies in Coimbatore, Tamil Nadu. Their age was 15.9 ± 1.42 years, height 157.52 ± 8.32 cm, weight 57.57 ± 7.72 kg, and BMI 23.15 ± 2.04. Participants were selected based on their ability to follow basic instructions and the absence of severe medical conditions restricting movement. They were divided into two groups: a control group (n=20) that continued their daily routine and an experimental group (n=20) that participated in 16 weeks of inclusive recreational and life-skill activities. The training sessions focused on cardiovascular endurance, physical strength, flexibility, personal hygiene practices, and communication skills. Pre- and post-intervention measures were conducted using standardized tests. Results. The experimental group showed significant improvements compared to the control group (p < 0.05) in all measured parameters: cardiovascular endurance (6-min walk test: p=0.001), flexibility (Sit and reach: p=0.001), muscular strength (lower body) (Sit-to-stand: p=0.007), muscular strength (upper body) (5 kg medicine ball throw: p=0.002), personal care and safety (Comprehensive assessment tool: p=0.001), and communication and interpersonal skills (p=0.001). In contrast, the control group showed minimal or no improvements in these variables (p > 0.05), reinforcing the need for structured interventions. Conclusions. The study demonstrates that IRLSA significantly enhance physical fitness, personal care, and communication skills among SwID. The structured, peer-supported approach fosters holistic development and social inclusion. These findings advocate for the systematic integration of IRLSA into educational and therapeutic programs to promote functional independence and well-being in this population.