Activity Levels during Physical Education and Recess in Two Special Schools for Children with Mild Intellectual Disabilities

Sit, Cindy H.P.; McKenzie, Thomas L.; Lian, John M-G.; McManus, Alison M.

doi:10.1123/apaq.25.3.247

Cited by 29 publications

(20 citation statements)

References 31 publications

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“…In this research, the participants tended to generate greater PA on the days when they attended school, although their average normal step counts on weekdays were still lower than that of the recommended. School policies have been shown to influence PA habits of children in special schools (Sit, McKenzie, Lian, & McManus, 2008), and it is possible that school programming generates a more active routine among children on weekdays. Hence, it is likely that weekday PA could be enhanced if schools provide PA programs systematically.…”

Section: Discussionmentioning

confidence: 99%

Object control skills influence the physical activity of children with intellectual disability in a developing country: The Philippines

Eguia

Capio

Simons³

2015

Journal of Intellectual and Developmental Disability

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Background Children with intellectual disability (ID) tend to have difficulties in reaching developmental milestones at predictable rates, including fundamental movement skills (FMS) proficiency. Low FMS proficiency tends to have a negative association with physical activity (PA) engagement. This study examined whether FMS components (locomotor, object control) influence PA levels in children with ID in the Philippines. Method The sample consisted of 60 children aged 5-14 years (M = 9.56, SD = 3.23) from special schools. PA was measured using pedometers (daily step count). FMS proficiency was measured using the Test of Gross Motor Development -Second Edition. Results Participants' overall mean daily step count (M = 7,014.92, SD = 3,124.86) was significantly lower than the global public health standard of 12,000 daily steps. FMS scores were significantly lower than the full score for locomotor (M = 24.80, SD = 8.90, p < .001) and object control skills (M = 20.95, SD = 6.53, p < .001). Significant positive associations were found between FMS components and PA, with object control skills accounting for 26.7% of overall daily step count variance. Conclusion Findings suggest that programs are needed to facilitate proficient FMS and sufficient PA for children with ID in the Philippines. Although object control skills influence PA, further studies are needed to examine other factors.

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Section: Discussionmentioning

confidence: 99%

Object control skills influence the physical activity of children with intellectual disability in a developing country: The Philippines

Eguia

Capio

Simons³

2015

Journal of Intellectual and Developmental Disability

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show abstract

“…However, the literature focusing on this topic is very sparse [8,18,19]. Parrish et al [8] have investigated PA between schools from lower and average SES areas.…”

Section: Discussionmentioning

confidence: 99%

Objectively assessed recess physical activity in girls and boys from high and low socioeconomic backgrounds

et al. 2014

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BackgroundThe school environment influences children’s opportunities for physical activity participation. The aim of the present study was to assess objectively measured school recess physical activity in children from high and low socioeconomic backgrounds.MethodsFour hundred and seven children (6–11 years old) from 4 primary schools located in high socioeconomic status (high-SES) and low socioeconomic status (low-SES) areas participated in the study. Children’s physical activity was measured using accelerometry during morning and afternoon recess during a 4-day school week. The percentage of time spent in light, moderate, vigorous, very high and in moderate- to very high-intensity physical activity were calculated using age-dependent cut-points. Sedentary time was defined as 100 counts per minute.ResultsBoys were significantly (p < 0.001) more active than girls. No difference in sedentary time between socioeconomic backgrounds was observed. The low-SES group spent significantly more time in light (p < 0.001) and very high (p < 0.05) intensity physical activity compared to the high-SES group. High-SES boys and girls spent significantly more time in moderate (p < 0.001 and p < 0.05, respectively) and vigorous (p < 0.001) physical activity than low-SES boys.ConclusionsDifferences were observed in recess physical activity levels according to socioeconomic background and sex. These results indicate that recess interventions should target children in low-SES schools.

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“…Kwan, et al [78], reported a direct association between motivation and PA involvement in children with developmental coordination disorder. Sit, et al [83], found greater involvement in PA during recess (more autonomous) compared to PE instruction (less autonomous) in a sample of children with ID. McLoughlin, et al [79], attributed the involvement in sports participation to the self-determination motives for athletes with physical disabilities and noted that specific barriers (e.g.…”

Section: Discussionmentioning

confidence: 96%

The effect of a European-based exercise program upon the health-related physical fitness of individuals with intellectual disabilities: The alive and kicking perspective

Skordilis¹,

Greenlees²,

Chrysagis³

et al. 2019

J Sports Med Ther

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The present study examined the effect of the European-Based 'Alive and Kicking' exercise program on the health-related physical fi tness of individuals with (Experimental Group: EG) and without (Control Group: CG) (Intellectual Disability: ID). The Self-Determination Theory: SDT, guided both the 6-month preparatory phase and the 9-month exercise program, which was conducted in fi ve separate European countries (Cyprus, France, Greece, Portugal and Spain). The total sample (n = 200, 54% males and 46% females) comprised of 168 individuals with ID (age: 26.54 years, + 7.78) and 32 individuals without ID (age: 25.81 years, + 8.73) respectively. The statistical analyses revealed that the ID group's performance (EG) improved signifi cantly in a range of health-related physical fi tness variables (sit & reach, pushups, sit ups, long jump, ½ mile walk/ run). In turn, the participants from the CG improved mainly in muscular endurance (sit ups and pushups). The results are discussed in accordance with SDT and the dairies kept from the staff involved (coaches and psychologists) during the 9-month intervention. The present fi ndings, although subjective to certain limitations, are encouraging, given the large-scale, real-world nature of the research design, and provide evidence supporting the integration of theoretical strategies enhancing motivation into traditional coaching programs for individuals with ID.The physical itness of individuals with ID has been examined and the research indings consistently indicate that they a) do not meet the general itness criteria [4,11] and b) are less it compared to the general population [9,10]. Skowronski, et al. [12], summarized previous research efforts conducted in the United States and in Europe and claimed that a continuing pattern of low itness for individuals with ID is consistently observed [12]. Additionally, individuals with ID show faster declines in itness over the life-span, compared toThe effect of a European-based exercise program upon the health-related physical fi tness of individuals with intellectual disabilities: The alive and kicking perspective https://www.heighpubs.org/jsmt 082 https://doi.

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Activity Levels during Physical Education and Recess in Two Special Schools for Children with Mild Intellectual Disabilities

Cited by 29 publications

References 31 publications

Object control skills influence the physical activity of children with intellectual disability in a developing country: The Philippines

Object control skills influence the physical activity of children with intellectual disability in a developing country: The Philippines

Objectively assessed recess physical activity in girls and boys from high and low socioeconomic backgrounds

The effect of a European-based exercise program upon the health-related physical fitness of individuals with intellectual disabilities: The alive and kicking perspective

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