Physical Activity Levels of Students with Mental Retardation and Students Without Disabilities

Faison-Hodge, Jennifer; Porretta, David L.

doi:10.1123/apaq.21.2.139

Cited by 62 publications

(35 citation statements)

References 32 publications

(37 reference statements)

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“…Other studies of young people and adults with ID have consistently shown negative differences in general fitness and specifically, cardiovascular endurance, muscular strength, endurance, and range of motion (Hartman, Smith, Westendorp, & Visscher, 2014;Salaun, & Berthouze-Aranda, 2012;Cuesta-Vargas, Paz-Lourido, & Rodriguez, 2011;Zhang, Piwowar, & Reilly, 2009;Faison-Hodge & Porretta, 2004). This has been related to general levels of physical activity being lower in this population, however when considering the potential to attain high standards of physical fitness a more mixed picture emerges.…”

Section: Physiological and Fitness Factorsmentioning

confidence: 99%

The impact of intellectual disabilities on elite sports performance

Burns

2015

International Review of Sport and Exercise Psychology

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Athletes with intellectual disabilities (ID) were re-introduced into the Paralympics in London 2012. As part of this development a classification system had to be established evidencing the impact this impairment has on elite sports performance. This review examines the research behind this issue.Firstly it examines the limited literature comparing the standards reached by top-level athletes with ID with those without disabilities, and then moves on to look at the research demonstrating differences in both the cognitive and physical skills needed for elite performance. The paper then reviews the factors which may be implicated to account for this disparity, from a range of perspectives. A case is made for the importance of looking at this area in terms of the potential for the transferability of research findings from this group to talent identification in mainstream athletes and the benefits of integrating neuropsychological concepts and approaches to understanding the cognitive components behind the development of particular skills associated with high level performance in specific sports. Keywords: Intellectual disabilities, Paralympics, elite performance, cognitive functioning ContextThe place of sport and exercise in the lives of people with intellectual disabilities (ID) has attracted much research in recent years. Much of this has focused on sport and exercise as remedial or preventative activity to combat specific health issues such as obesity and poor physical health. Other research has looked more at the psychosocial impact of improving social networks (Hutzler & Korsensky, 2010) or psychological factors such as increasing self-esteem (Weiss, Diamond, Demark, & Lovald, 2003). However, leading up to and beyond the re-introduction of athletes with ID into the London Paralympics in 2012 there has been an increasing interest in the participation of these athletes in elite competition, and it is this work which will form the focus of this review. The ord Ol pi s a d people ith ID have a long association through the SpecialOlympics. The Special Olympics was originally set up in the US in the late 6 s with the aim to provide training and competition for children and adults with intellectual disabilities. These days it caters to 4.2 million people across the world and includes a programme of unified (disabled and nondisabled) sport. However, within the Special Olympics, although highly successful and bringing benefit to millions of people with ID and their families across the globe, the emphasis is more on participation, empowerment and opportunity than achieving elite performance (Specialolympics.org, 2015). This domain is the remit of another organisation, the International Federation for Para-athletes with Intellectual Disability (INAS). The vision of INAS is ….inspired y a elief that an intelle tual disa ility should not e a barrier to enjoying and being the best in sport. INAS ision is that athletes ith an intelle tualdisability across the World have the opportunity to achieve excellence in sport ...

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Section: Physiological and Fitness Factorsmentioning

confidence: 99%

The impact of intellectual disabilities on elite sports performance

Burns

2015

International Review of Sport and Exercise Psychology

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“…Researchers have consistently called for additional studies on inclusion that investigate physical activity opportunities using more diverse samples in a variety of settings (Faison-Hodge & Porretta, 2004;Trost, Pate, Freedson, Sallis, & Taylor, 2001). Furthermore, researchers have recommended that studies are needed investigating the impact of inclusion upon various dimensions of student well-being, such as social determinants of behavior and effects of inclusion upon all students (Block & Malloy, 1998;Houston-Wilson et al, 1997;Obrusnikova et al, 2003;Place & Hodge, 2001).…”

Section: Inclusive Physical Educationmentioning

confidence: 99%

“…Faison-Hodge and Porretta (2004) compared physical education and recess physical activity levels of elementary school children with mild mental retardation (MR) and students without disabilities who had low or high cardiorespiratory fi tness. They found students with MR and those with low fi tness had similar physical activity patterns in physical education and recess settings.…”

Section: Inclusive and Noninclusive Environmentsmentioning

confidence: 99%

Determinants of Physical Activity in an Inclusive Setting

Kodish

Kulinna

Martin

et al. 2006

Adapted Physical Activity Quarterly

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The purposes of this study included (a) to determine if the Theory of Planned Behavior (TPB) predicted intentions of individuals with and without disabilities to be physically active, (b) to determine if the TPB predicted behaviors of individuals with and without disabilities to be physically active, and (c) to determine if significant differences were present in physical activity opportunities between inclusive and non-inclusive elementary physical education classes taught by the same teacher. Students (N = 114, ages 10-13) completed questionnaires assessing the TPB constructs and had four days of PA evaluated through pedometer measurements. Analyses revealed that subjective norm and perceived behavioral control predicted students’ intentions to be active, while behavioral intention was the only significant predictor of activity level by step count accrued in PE classes. Finally, the inclusion of students with autism did not significantly affect overall physical activity.

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“…Among the direct observational tools available, the System for Observing Fitness Instruction Time (McKenzie, Sallis, & Nader, 1991) and the Children's Activity Rating Scale (Puhl, Greaves, Hoyt, & Baranowski, 1990) have been used for measuring the physical activity levels of children with various disabilities, including intellectual disabilities, developmental disabilities, and hearing impairments (e.g., Faison-Hodge & Porretta, 2004;Taylor & Yun, 2007). Both tools measure students' physical activity levels either live or from videotapes using time-sampling methods.…”

Section: Assessing Physical Activity Levels Of Students With Disabilimentioning

confidence: 99%

Assessing Physical Activity Levels of Students with Disabilities in Physical Education?

Kim

2009

Journal of Physical Education, Recreation & Dance

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Physical Activity Levels of Students with Mental Retardation and Students Without Disabilities

Cited by 62 publications

References 32 publications

The impact of intellectual disabilities on elite sports performance

The impact of intellectual disabilities on elite sports performance

Determinants of Physical Activity in an Inclusive Setting

Assessing Physical Activity Levels of Students with Disabilities in Physical Education?

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