Objectives: To systematically develop evidence-informed physical activity guidelines to improve physical fitness in people with spinal cord injury (SCI). Setting: This study was conducted in Canada Methods: The Appraisal of Guidelines, Research and Evaluation II guideline development protocol was used to develop exercise guidelines to improve physical capacity and muscular strength. The evidence base for the guideline development process consisted of a systematic review and quality appraisal of research examining the effects of exercise on physical fitness among people with SCI. A multidisciplinary expert panel deliberated the evidence and generated the guidelines. Pilot testing led to refinement of the wording and presentation of the guidelines. Results: The expert panel generated the following guidelines: for important fitness benefits, adults with a SCI should engage in (a) at least 20 min of moderate to vigorous intensity aerobic activity two times per week and (b) strength training exercises two times per week, consisting of three sets of 8-10 repetitions of each exercise for each major muscle group. Conclusion: People with SCI, clinicians, researchers and fitness programmers are encouraged to adopt these rigorously developed guidelines.Spinal Cord (2011Cord ( ) 49, 1088Cord ( -1096 doi:10.1038/sc.2011 published online 7 June 2011 Keywords: exercise; strength training; aerobic training; clinical practice guidelines; spinal cord injuries IntroductionThe amount of disability associated with a spinal cord injury (SCI) is unique to each injury and depends on both the level and completeness of damage to the spinal cord. However, physical deconditioning is a common consequence of most SCIs, and can further exacerbate the impact of the injury and lead to an increased risk for chronic secondary health complications. It has been suggested that much of the excessive (and early) morbidity and mortality in people with chronic SCI is caused by inactivity related illnesses, such as cardiovascular disease, type II diabetes and osteoporosis. 1 In addition, the loss of fitness and independence associated with physical inactivity significantly impacts quality of life and community participation. 2 These facts highlight the importance of promoting physical activity (PA) to improve health, fitness and overall quality of life within the SCI population. 3,4 PA promotion is very difficult in the absence of information regarding the types, amounts and intensities of activity that yield fitness benefits. Such information would assist clinicians and exercise programmers in prescribing and promoting exercise and PA. The able-bodied population has access to this type of information in the form of PA guidelines. [5][6][7] However, the able-bodied PA guidelines are not necessarily appropriate for people with SCI. The rigorous development of evidence-based PA guidelines that are specific to the needs and capabilities of the SCI population is long overdue. 8,9 This paper describes the methodological www.nature.com/sc approach underlyin...
The study describes the phenomenon of inclusive physical education from the perspective of students with disabilities. The experience of 9 elementary school-aged students with physical disabilities (6 males and 3 females with a mean age of 11 years, 1 month) was captured by way of focus group interviews, field notes, and participant drawings. The thematic analysis uncovered a persistent dichotomy in how the participants experienced physical education. Good days were revealed in the themes of sense of belonging, skillful participation, and sharing in the benefits. Bad days were overshadowed by negative feelings revealed in the themes of social isolation, questioned competence, and restricted participation. The students’ experiences were discussed within the conceptual framework of ecological perception and affordance theory (Gibson, 1977, 1979).
The purpose of the study was to capture the meaning of segregated summer camp experiences to youths with disabilities. The experiences of nine youths with physical, sensory, or behavioral disabilities between the ages of 14 and 19 were captured using the phenomenological methods of semistructured interviews, document review, and field notes. Mothers’ perceptions were also gathered. The thematic analysis revealed three themes: not alone, independence, and a chance to discover. Camp experiences provided a reprieve from perceptions of disability isolation often felt in their home communities. The campers experienced increased self-reliance, independence, and new understandings of their physical potential. The findings are discussed within the context of identity development and therapeutic landscapes.
The purpose of this study was to gain an understanding of mothers' perspectives of their children's experiences in inclusive physical education. It describes the value mothers placed on physical education, the meaning they ascribed to their children's physical education experiences, the role of the Personal Program Plan (PPP) in mother's communication with the school, and the other means of communication they used to share their thoughts about children's participation. The stories of mothers of elementary (1 boy, 3 girls) and secondary (2 boys, 1 girl) aged children with spina bifida were collected and analyzed using the hermeneutic phenomenological methods of semistructured interviews, artifacts, documents, and field notes. The thematic analysis revealed three themes: A Good Thing But…, Connection to Disability Sports, and Beyond the Curriculum. Peters ' (1996) model of disablement provided the conceptual framework for the interpretation of the findings.iii ACKNOWLEDGEMENTS As I come to the end of another chapter in my life, I am aware that I owe a debt of gratitude so many persons who helped and supported me in completing this thesis.
The purpose of this study was to describe the meaning of help in physical education as perceived by students with physical disabilities. The experiences of early, middle, and late elementary school aged students (n = 12) were captured using the phenomenological methods of individual and focus group interviews, field notes, and visual artifacts. The thematic analysis revealed that interactions were perceived as self-supporting or self-threatening. Self-supporting behaviors were instrumental, caring, or consensual in form, while self-threatening behaviors resulted in a loss of independence, concerns for self-esteem, or restricted participation. Participant responses to the helping behaviors became more complex with age. Instrumental and caring assistance emerged across all groups as did loss of independence and concerns for self-esteem. The older participants experienced restricted participation and consensual help. The implications of helping behavior on motivation and dependency states are discussed within the framework of threat to self-esteem theory.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.