Effect of power training on locomotion capacities in children with cerebral palsy with GMFCS level III–IV

Abstract

Purpose

Power training (PT) is a promising training modality to improve functional abilities in children with cerebral palsy (CP). This study aimed to implement PT in an adapted school and to assess its effect on locomotion capacities in children with Gross Motor Function Classification System (GMFCS) level III–IV.

Materials and methods

Nine children with CP (GMFCS level III–IV) were trained three times/week for 12 weeks. The training sessions took place during the 50-minute physical activity classes and included high intensity exercise. The outcome measures were the performance on the 10-meter comfortable and fast walking tests, the 50-meter sprint test (50M-ST), and the energy expenditure index (EEI).

Results

Participants spent 12 ± 7 and 7 ± 9 min per session at an intensity superior to 40% and 60% of the heart rate reserve, respectively. Performance in the 10-meter walking test (13.5 ± 7.8 to 9.9 ± 4.6 s, p < 0.05), the 10-meter fast walking test (8.8 ± 3.1 to 7.0 ± 3.2 s, p < 0.05), the 6-minute walking exercise (199.0 ± 48.6 to 316.6 ± 107.2 m, p < 0.05), and in 50M-ST (53.8 ± 29.5 to 42.3 ± 16.2 s, p < 0.05) increased after training. The EEI was reduced after training (p = 0.01), resulting in a more efficient gait.

Conclusions

PT was successfully implemented in children with CP with GMFCS level III–IV. Results suggest that PT increases walking capacities.

Implications for rehabilitation

• Power training (PT) is feasible with children with bilateral cerebral palsy with GMFCS level III and IV.

• Physical education course in specialist school is a valuable environment to implement PT in children with poor gross motor function.

• Power training results in locomotion capacities improvement.

Keywords:

• Cerebral palsy
• power training
• high-intensity interval training
• school-based
• locomotion capacities

Acknowledgements

The authors thank the pupils who participated in this study. They also want to thank Toufik Dado, the physical education teacher, and Benjamin Sinclair, research assistant, for their implication in the project.

Disclosure statement

The authors report no potential conflicts of interest.

Additional information

Funding

APL and LB received funding from the Fonds de recherche Québec-Santé.