Physical activity levels of children in special schools

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

doi:10.1016/j.ypmed.2007.02.003

Cited by 90 publications

(84 citation statements)

References 24 publications

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“…Similarly, to the literature on environmental barriers to physical activity for children with disabilities in high-income countries [18] and as is commonly discussed in the literature concerning LMICs [16,34], in our study unavailability and access to physical activity programs was a significant factor in the participation of children with a developmental disability. This unavailability of programs and/or the fact that they are often not conveniently located or accessible appears to be the most commonly cited environmental barrier by parents [17] and thus was not unexpected as a finding in our study.…”

Section: Discussionsupporting

confidence: 80%

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Parental perceptions of barriers to physical activity in children with developmental disabilities living in Trinidad and Tobago

Njelesani

Leckie

Drummond

et al. 2014

Disability and Rehabilitation

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FINDINGS provide opportunities for future rehabilitation and community programming in LMICs. Implications for Rehabilitation Children living with a developmental disability may engage more in solitary and sedentary pursuits as a result of parents choosing activities that do not present extensive social and physical demands for their child. Therapists can play an important role in providing knowledge to parents of appropriate physical activity and the benefits of physical activity for children with developmental disabilities in order to promote children's participation. In environments where there is limited social support for families, therapists need to consider and be particularly supportive of parental priorities and schedules.

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Section: Discussionsupporting

confidence: 80%

“…cost), and environmental factors (e.g. teacher behavior, inadequate facilities) [17][18][19]. From an occupational perspective, the term occupation refers to groups of activities and tasks of everyday life, named, organized, and given value and meaning by individuals and a culture [20].…”

Section: Introductionmentioning

confidence: 99%

Parental perceptions of barriers to physical activity in children with developmental disabilities living in Trinidad and Tobago

Njelesani

Leckie

Drummond

et al. 2014

Disability and Rehabilitation

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“…[11][12][13][14][15][16][17][18] Some researchers, though, have directly observed physical activities in the context of the environments in which they were performed. [20][21][22][23][30][31][32][33] For example, Sallis et al 30 found that environmental characteristics of school areas explained 51% of the variance in the proportion of girls and boys seen being physically active in these areas. Observation methods also have revealed significant relationships between home equipment (e.g., toys) and physical activity in children, public open space characteristics and usage, and environments around stairs and opting to take the stairs.…”

Section: Discussionmentioning

confidence: 99%

“…19 To obtain information on physical activities in specific behavioral settings where environmental characteristics can also be assessed, some authors have proposed the use of observational methods. [20][21][22] Observational methods allow researchers to classify free-living physical activity behaviors into distinct categories that can be quantified and analyzed in greater detail and identify the type of activity seen, as well as when, where, and with whom it occurs. 20 Adapting observational methods for use in studies of environment-physical activity relationships would be applicable to diverse groups, administratively feasible, and unobtrusive (not disturbing physical activity patterns).…”

Section: Introductionmentioning

confidence: 99%

Characteristics of Urban Sidewalks/Streets and Objectively Measured Physical Activity

et al. 2007

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Several studies have found significant relationships between environmental characteristics (e.g., number of destinations, aesthetics) and physical activity. While a few of these studies verified that the physical activities assessed were performed in the environments examined, none have done this in an urban, neighborhood setting. This information will help efforts to inform policy decisions regarding the design of more "physically active" communities. Fourteen environmental characteristics of 60, 305-mlong segments, located in an urban, residential setting, were directly measured using standardized procedures. The number of individuals walking, jogging, and biking in the segments was assessed using an observation technique. The segments were heterogeneous with regards to several of the environmental characteristics. A total of 473 individuals were seen walking, bicycling, or jogging in the segments during 3,600 min of observation (60 min/segment). Of the 473 seen, 315 were walking, 116 bicycling, and 42 jogging. A greater number of individuals were seen walking in segments with more traffic, sidewalk defects, graffiti, and litter and less desirable property aesthetics. Only one environmental characteristic was associated with bicycling and none were significantly related with jogging. This study provides further evidence that environmental characteristics and walking are related. It also adds new information regarding the importance of scale (e.g., micro, macro) and how some environmental characteristics of urban, residential sidewalks and streets relate to physical activity.

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“…In terms of daily step counts, Colley, Janssen, and Tremblay (2012) determined that 12,000 steps per day correspond to this WHO recommendation for children (both boys and girls). Physical inactivity has become a major concern for children and youth with disability because they are often at a greater risk for health problems compared to those without disability (Sit, McManus, McKenzie, & Lian, 2007). In Asia, evidence has grown to suggest a problem of physical inactivity in children and youth with ID.…”

Section: Introductionmentioning

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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Physical activity levels of children in special schools

Cited by 90 publications

References 24 publications

Parental perceptions of barriers to physical activity in children with developmental disabilities living in Trinidad and Tobago

Parental perceptions of barriers to physical activity in children with developmental disabilities living in Trinidad and Tobago

Characteristics of Urban Sidewalks/Streets and Objectively Measured Physical Activity

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

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