1
|
Campagna J, Czyszczon K, Little J, Selby C, Wick L, Ferreira D, Oriel K. The physical and psychosocial impact of a school-based running programme for adolescents with disabilities. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2024; 68:181-192. [PMID: 37984471 DOI: 10.1111/jir.13104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Revised: 09/28/2023] [Accepted: 10/11/2023] [Indexed: 11/22/2023]
Abstract
BACKGROUND Adolescents with disabilities have fewer opportunities to participate in community-based fitness programmes. The purpose of this study was to examine the impact of a school-based running programme at a local middle school in Lebanon, Pennsylvania, on fitness and quality of life (QoL) in children with physical and cognitive disabilities in a life-skills classroom. METHODS Nineteen adolescents with diagnosed disabilities including intellectual disability (ID), autism spectrum disorder and Down syndrome were recruited from three life-skills classrooms to participate in a school-based running programme. The programme was designed to be implemented two times/week for 6 weeks by classroom teachers/aides. Physical therapy faculty and students developed the programme and assisted with implementation. Each session lasted 30 min, consisting of a warm-up and cooldown, relay races, games and timed runs. Pre- and post-test measures included physiological cost index (PCI) and Paediatric Quality of Life Inventory™ (PedsQL™). Pre- and post-test data were compared using Wilcoxon signed rank tests. Each week participants also completed a training log to reflect on the activity for the day. RESULTS Participants demonstrated significant improvements in PCI (P = 0.028) and the PedsQL™ (P = 0.008) following the running programme. CONCLUSIONS Results of this study suggest that participation in a 6-week school-based running programme may improve fitness and QoL in adolescents with disabilities.
Collapse
Affiliation(s)
- J Campagna
- Student, Lebanon Valley College, Annville, PA, USA
| | - K Czyszczon
- Student, Lebanon Valley College, Annville, PA, USA
| | - J Little
- Student, Lebanon Valley College, Annville, PA, USA
| | - C Selby
- Student, Lebanon Valley College, Annville, PA, USA
| | - L Wick
- Student, Lebanon Valley College, Annville, PA, USA
| | - D Ferreira
- Department of Physical Education and Exercise Science, Lander University, Greenwood, SC, USA
| | - K Oriel
- Department of Physical Therapy, Lebanon Valley College, Annville, PA, USA
| |
Collapse
|
2
|
Hao Y, Razman R. Moderate-to-vigorous intensity physical activity levels of children with intellectual disability during physical education classes. Front Public Health 2023; 11:1056191. [PMID: 38026269 PMCID: PMC10667468 DOI: 10.3389/fpubh.2023.1056191] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Accepted: 10/27/2023] [Indexed: 12/01/2023] Open
Abstract
Background Physical education (PE) class is an excellent way to improve moderate-to-vigorous intensity physical activity (MVPA). Increasing number of research has explored the children's PA based on movement during PE classes, but data for children with intellectual disability (ID) is still lacking. Purpose The purpose of this study was to investigate the current status of MVPA levels of children with ID during PE classes in China, as well as differences of MVPA levels according to gender and grade. Methods Accelerometers were used to record MVPA levels of fifty-three children with severe ID from 9 to 16 years of age (mean age: 12.60 ± 1.66 years) during standard PE classes. Results The mean time spent in MVPA during PE classes was 8.00 ± 2.10 min, meaning only 22.88% of PE class time was spent in MVPA. As grade levels progresses, time spent in MVPA during PE classes tended to decrease; the fourth-grade children tended to spend more time in MVPA during PE classes compared with the fifth-grade and the sixth-grade (9.15 vs. 7.61 vs. 7.25 min, all p < 0.05). Boys spend significantly more time in MVPA during PE classes than girls; both in the entire sample (9.20 vs. 5.70 min) as well as in each grade (9.76 vs. 6.09 min, 9.35 vs. 5.68 min, 8.31 vs. 5.59 min, all p < 0.05). Conclusion Findings from this study indicate that the proportion of PE class spent in the MVPA of children with ID was lower than the 50% recommended by the U.S. Department of Health and Human Services (DHHS) and U.K. Association for Physical Education (AfPE). And the amount of MVPA participation varied by the grade and gender as well as by the activity performed. Therefore, in order to help children with ID achieve MVPA goals, educators need to reevaluate the PE curriculum as well as take due consideration of grade and gender when devising new content.
Collapse
Affiliation(s)
| | - Rizal Razman
- Faculty of Sports and Exercise Science, Universiti Malaya, Kuala Lumpur, Malaysia
| |
Collapse
|
3
|
Hao Y, Razman R. Family factors associated with physical activity in children with intellectual disability: A systematic review. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2022:17446295221130913. [PMID: 36172939 DOI: 10.1177/17446295221130913] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
This systematic review aimed to explore the influence of family factors on physical activity in children with intellectual disability. How and what family factors that specifically influence physical activity has not been compiled and reviewed previously. In accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a systematic search was performed for articles published in English and Chinese without any year limits in six databases. Ten studies met the eligibility criteria and were included in the review. All studies were qualitatively integrated to identify and compare positive and negative family factors. A total of 1135 participants, of which 497 were children with intellectual disability while the other 638 participants were family members (parents, siblings and caregivers). The family factors of 6 themes and 18 sub-themes (10 positive, 7 negative and 1 inconclusive factors) were extracted. Overall, these results highlight the importance of encouragement, support and involvement by family members, concurrently it points out that parental psychological factors, socioeconomic status, responsibilities and electronic devices could both promote and hinder engagement in physical activity for children with intellectual disability. The findings accentuate the role of the family unit in helping determine the activity levels of children with intellectual disability. Future studies should include a wider range of participants and be longitudinal in nature, utilizing more accurate monitoring tools.
Collapse
Affiliation(s)
- Yaru Hao
- Centre for Sport and Exercise Sciences, 37447University of Malaya, Kuala Lumpur, Malaysia
| | - Rizal Razman
- Centre for Sport and Exercise Sciences, 37447University of Malaya, Kuala Lumpur, Malaysia
| |
Collapse
|
4
|
Must A, Bandini LG, Curtin C, Rancaño KM, Eliasziw M, Tybor DJ, Stanish H. A Pilot Dance Intervention to Encourage Physical Activity Engagement for Adolescent Girls with Intellectual Disabilities. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19084661. [PMID: 35457537 PMCID: PMC9031306 DOI: 10.3390/ijerph19084661] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Revised: 03/31/2022] [Accepted: 04/07/2022] [Indexed: 12/04/2022]
Abstract
Adolescent girls with intellectual disabilities (ID) are at risk for low physical activity (PA) participation due to their limited opportunities. Purpose: To evaluate the feasibility and preliminary efficacy of a 12-week dance intervention to promote engagement in moderate-to-vigorous PA (MVPA) and increase cardiorespiratory fitness. Methods: The 12-week intervention included two 75-min weekly dance sessions. Continuous heart-rate (HR) monitoring assessed time spent below/at/above each girl’s target HR zone. Cardiorespiratory fitness was measured by the 6-min walk test (6MWT). Survey items assessed participant enjoyment and participant and parent satisfaction. Results: The mean (SD) age of 18 adolescent girls was 17.3 (2.7) years. Overall, girls attended 88% of sessions and spent 52.3% of each session in MVPA. Mean MVPA was unchanged across the 12 weeks, but the pattern differed across the three sites. We observed a non-significant pre-post increase of 74.6 feet on the 6MWT. Post-intervention surveys indicated that most girls liked the program, perceived improved fitness, and wished to continue dancing. The majority also reported a preference for a girls-only dance program exclusively for those with ID. Conclusion: Our findings suggest that dance is viable for promoting PA for girls with ID. More frequent exercise training is likely needed to improve cardiorespiratory fitness.
Collapse
|
5
|
McDermott G, Brick NE, Shannon S, Fitzpatrick B, Taggart L. Barriers and facilitators of physical activity in adolescents with intellectual disabilities: An analysis informed by the COM-B model. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2022; 35:800-825. [PMID: 35229409 PMCID: PMC9305883 DOI: 10.1111/jar.12985] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Revised: 01/13/2022] [Accepted: 01/25/2022] [Indexed: 11/28/2022]
Abstract
Background Adolescents with intellectual disabilities are insufficiently physically active. Where interventions have been developed and delivered, these have had limited effectiveness, and often lack a theoretical underpinning. Aim Through application of the COM‐B model, our aim is to explore the factors influencing adolescent physical activity within schools. Methods A qualitative methodology, using focus groups with students who have mild/moderate intellectual disabilities, their parents'/carers' and teachers'. The COM‐B model provided the lens through which the data were collected and analysed. Results We identified of a range of individual, interpersonal, and environmental factors influencing physical activity, across all six COM‐B constructs, within the context of the ‘school‐system’. Conclusion This is the first study to use the COM‐B model to explore school‐based physical activity behaviour, for adolescents with intellectual disabilities. Identification of such physical activity behavioural determinants can support the development of effective and sustainable interventions.
Collapse
Affiliation(s)
- Gary McDermott
- School of Sport, Ulster University, Magee Campus, Derry, UK
| | - Noel E Brick
- School of Psychology, Ulster University, Coleraine Campus, Coleraine, UK
| | - Stephen Shannon
- School of Sport, Ulster University, Magee Campus, Derry, UK.,Bamford Centre for Mental Health and Well-being Ulster University, Magee Campus, Derry, UK
| | | | - Laurence Taggart
- School of Nursing, Ulster University, Jordanstown Campus, Jordanstown, UK
| |
Collapse
|
6
|
Yu S, Wang T, Zhong T, Qian Y, Qi J. Barriers and Facilitators of Physical Activity Participation among Children and Adolescents with Intellectual Disabilities: A Scoping Review. Healthcare (Basel) 2022; 10:healthcare10020233. [PMID: 35206848 PMCID: PMC8872190 DOI: 10.3390/healthcare10020233] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2021] [Revised: 01/23/2022] [Accepted: 01/24/2022] [Indexed: 01/10/2023] Open
Abstract
Background: Children and adolescents with intellectual disabilities (ID) have low levels of physical activity (PA). Understanding factors influencing the PA participation of this population is essential to the design of effective interventions. The purposes of this study were to identify and map the barriers and facilitators of PA participation among children and adolescents with ID. Methods: A scoping review was conducted in accordance with established methodology. Articles were evaluated for relevance using predetermined inclusion criteria in eight databases. Extracted barriers and facilitators were classified using the social ecological model as individual, interpersonal, or environmental factors. Results: Thirty-two studies published between 1992 and 2020 were included (24 quantitative, 6 qualitative, and 2 mixed-method). Thirty-four factors were identified. The most commonly reported barriers included disability-specific factors, low self-efficacy, lack of parental support, inadequate or inaccessible facilities, and lack of appropriate programs. The most commonly reported facilitators included high self-efficacy, enjoyment of PA, sufficient parental support, social interaction with peers, attending school physical education (PE) classes, and adapted PA programs. Conclusions: Continued exploration of factors influencing PA participation is required among children and adolescents with ID. Future interventions should involve families, schools, and wider support network in promoting their PA participation together.
Collapse
|
7
|
The feasibility and acceptability of a classroom-based physical activity program for children attending specialist schools: a mixed-methods pilot study. BMC Public Health 2022; 22:40. [PMID: 34991510 PMCID: PMC8740057 DOI: 10.1186/s12889-021-11990-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Accepted: 10/07/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Children with disabilities often engage in less than the recommended amount of daily physical activity (PA). Classroom-based PA breaks are a favourable method of promoting PA for children. However, evaluations of these programs in specialist schools are scarce, with even less research into their feasibility and acceptability. This may hinder effective implementation and program scalability. This pilot study investigated the feasibility and acceptability of implementing a classroom-based PA break program in Australian specialist school classrooms, using the Australian Joy of Moving (AJoM) program. METHODS Forty primary/junior classes and their teachers across five specialist schools implemented the AJoM program for eight weeks as the intervention group within a pilot cluster randomised controlled trial. A mixed-methods design investigated classroom teachers' (N = 22; 6 males, 16 females) perspectives of the feasibility and acceptability of the program after implementation through semi-structured telephone interviews (n = 7 teachers), qualitative survey responses (n = 18 teachers) and quantitative survey items (n = 19 teachers). Qualitative data were analysed using predominantly deductive thematic analysis. Quantitative data were analysed using descriptive statistics. RESULTS Classroom-based PA breaks may be feasible for getting children with disabilities more active at school. However, considerable variation exists in teachers' perception of the AJoM experience. While several teachers indicate that the program content could be pertinent for their class, common divergences in perceptions of feasibility and acceptability appear to relate to the age and developmental level or needs of the students in the class. CONCLUSIONS This study provides preliminary evidence for the feasibility and acceptability of implementing classroom-based PA breaks in specialist schools. However, results demonstrate the importance of (1) allowing a high level of flexibility in the design and implementation of programs to meet the varying needs of class groups and (2) providing a large variety of resources to cater to the heterogeneity of the children. TRIAL REGISTRATION This trial was prospectively registered with the Australian New Zealand Clinical Trials Registry ( ACTRN12619000193178 ) on 11 February 2019.
Collapse
|
8
|
Yuan YQ, Wang MJ, Zhang QX, Zhang Y, Wang XL, Hou X, Zhang SH, Liu Y. Physical activity levels of children and adolescents with intellectual disabilities in Northern China. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2022; 35:752-760. [PMID: 34989065 DOI: 10.1111/jar.12976] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Revised: 09/14/2021] [Accepted: 12/22/2021] [Indexed: 01/03/2023]
Abstract
BACKGROUND Limited research has looked at the physical activity (PA) among Chinese children and adolescents with intellectual disabilities. METHODS The Children's Leisure Activities Study Survey-Chinese version was applied in evaluating PA levels among children and adolescents with intellectual disabilities. RESULTS The data indicated that only 29.5% of children and adolescents with intellectual disabilities met the PA recommendation. Boys engaged in significantly more MVPA and had higher energy expenditure than girls during weekdays and the whole week. The general trend in PA levels demonstrated a downtrend with the growth of age of children and adolescents with intellectual disabilities. The students aged 6-12 years old performed more MVPA and had greater energy expenditure compared with those 13-15 and 16-18 years old. CONCLUSION The level of PA among Chinese children and youths with intellectual disabilities is remarkably low, and there is a large gap compared with the PA recommendation.
Collapse
Affiliation(s)
- Ya-Qing Yuan
- College of Sports and Health, Shandong Sport University, Jinan, Shandong, China
| | - Mei-Juan Wang
- School of Chinese WuShu, Shandong Sport University, Rizhao, Shandong, China
| | - Qiao-Xian Zhang
- School of Sports and Physical Education, Shandong Sport University, Rizhao, Shandong, China
| | - Yang Zhang
- Department of Physical Education, Shandong Jianzhu University, Jinan, Shandong, China
| | - Xuan-Li Wang
- Graduate School, Harbin Sport University, Harbin, Heilongjiang, China
| | - Xiao Hou
- School of Sport Science, Beijing Sport University, Beijing, China
| | - Shao-Hua Zhang
- Department of Physical Education, China Disabled Persons' Federation, Beijing, China
| | - Yang Liu
- Department of Physical Education, Shandong Jianzhu University, Jinan, Shandong, China.,Department of Physical Education, Shandong University of Traditional Chinese Medicine, Jinan, China
| |
Collapse
|
9
|
Mazzoli E, Salmon J, Pesce C, Teo WP, Rinehart N, May T, Barnett LM. Effects of classroom-based active breaks on cognition, sitting and on-task behaviour in children with intellectual disability: a pilot study. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2021; 65:464-488. [PMID: 33719112 DOI: 10.1111/jir.12826] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2020] [Revised: 02/09/2021] [Accepted: 02/12/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Classroom-based active breaks can help typically developing children reduce sitting, increase physical activity and improve cognitive functions and on-task behaviour. Yet, this strategy has not been tested in children with intellectual disability (ID) - a population who are insufficiently active. This study aimed to investigate the effects of a 5-week active breaks intervention on cognitive functions and on-task behaviour in schoolchildren with ID. METHODS Twenty-four children, aged between 8 and 12 years (37.5% girls), were recruited. Children's cognitive functions (response inhibition, lapses of attention, interference and working memory) were measured at baseline and end of trial using computer-based tests. Sitting, standing and movement patterns were assessed with inclinometers, and on-task behaviour was directly observed in the classroom before and after active breaks, at baseline, mid-trial and end of trial. Linear mixed models were used to investigate the intervention effects on cognitive functions and sedentary patterns; generalised linear mixed models were used to analyse on-task behaviour data. RESULTS A significant time × group interaction was found for working memory favouring the intervention (B = 11.56, 95% confidence interval [1.92, 21.21]). No significant effects were found in relation to the other measures of children's cognition or on-task behaviour. Stepping time and bouts of sitting were positively affected. CONCLUSIONS Classroom-based active breaks can increase physical activity and reduce sedentary behaviour in children with ID and might also benefit their working memory. Further research is required to clarify the effects on cognition and to investigate whether this strategy has other benefits in this population.
Collapse
Affiliation(s)
- E Mazzoli
- Institute for Physical Activity and Nutrition, Faculty of Health, Deakin University, Geelong, Victoria, Australia
- School of Health and Social Development, Faculty of Health, Deakin University, Geelong, Victoria, Australia
| | - J Salmon
- Institute for Physical Activity and Nutrition, Faculty of Health, Deakin University, Geelong, Victoria, Australia
| | - C Pesce
- Department of Movement, Human and Health Sciences, University of Rome 'Foro Italico', Rome, Italy
| | - W-P Teo
- Institute for Physical Activity and Nutrition, Faculty of Health, Deakin University, Geelong, Victoria, Australia
- Physical Education and Sports Science (PESS) Academic Group, National Institute of Education (NIE), Nanyang Technological University, Singapore
| | - N Rinehart
- Deakin Child Study Centre, Faculty of Health, Deakin University, Geelong, Victoria, Australia
| | - T May
- Department of Paediatrics, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - L M Barnett
- Institute for Physical Activity and Nutrition, Faculty of Health, Deakin University, Geelong, Victoria, Australia
- School of Health and Social Development, Faculty of Health, Deakin University, Geelong, Victoria, Australia
| |
Collapse
|
10
|
Vancampfort D, Van Damme T, Firth J, Stubbs B, Schuch F, Suetani S, Arkesteyn A, Van Biesen D. Physical activity correlates in children and adolescents, adults, and older adults with an intellectual disability: a systematic review. Disabil Rehabil 2021; 44:4189-4200. [PMID: 33861676 DOI: 10.1080/09638288.2021.1909665] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
PURPOSE Understanding enablers of and barriers for physical activity (PA) participation in people with intellectual disability (ID) is an essential first step to develop effective interventions. This systematic review examined correlates of PA across the socio-ecological model (i.e., intra-personal, inter-personal, environmental and policy level) in people with ID across the lifespan. MATERIAL AND METHODS Major electronic databases were searched from inception until 15 February 2021. Keywords included "physical activity" or "exercise" and "intellectual disability" or "mental retardation." A summary coding was used to analyze the data for adolescents (<18 years), adults (18 < 50 years), and older adults (50≤ years). RESULTS Out of 83 PA correlates, retrieved from 39 studies (n = 26,456), only three consistent (i.e., reported in four or more studies) correlates were identified. In adults, older age (7/11, 64%), more severe ID (9/9, 100%) and the presence of physical mobility problems (3/4, 75%) were associated with decreased PA. From 38 correlates identified, no consistent correlates were identified for children and adolescents and older people. CONCLUSIONS Despite the abundance of evidence of the PA benefits for people with ID, we only found consistent evidence for three correlates reliably being related to PA in adults with ID. More research, particularly among young and older people is urgently needed.IMPLICATIONS FOR REHABILITATIONMore severe intellectual disability is an important barrier for being active in adults with intellectual disability.Presence of physical health problems is an important barrier for being active in adults with intellectual disability.
Collapse
Affiliation(s)
- Davy Vancampfort
- Department of Rehabilitation Sciences, KU Leuven, Leuven, Belgium.,University Psychiatric Center, KU Leuven, Leuven-Kortenberg, Belgium
| | - Tine Van Damme
- Department of Rehabilitation Sciences, KU Leuven, Leuven, Belgium.,University Psychiatric Center, KU Leuven, Leuven-Kortenberg, Belgium
| | - Joseph Firth
- Division of Psychology and Mental Health, University of Manchester, Manchester, UK.,NICM Health Research Institute, Western Sydney University, Westmead, Australia
| | - Brendon Stubbs
- Physiotherapy Department, South London and Maudsley NHS Foundation Trust, London, UK.,Department of Psychological Medicine, Institute of Psychiatry, Psychology and Neuroscience (IoPPN), King's College London, London, UK
| | - Felipe Schuch
- Department of Sports Methods and Techniques, Federal University of Santa Maria, Santa Maria, Brazil
| | - Shuichi Suetani
- Queensland Centre for Mental Health Research, Wacol, Australia.,Queensland Brain Institute, The University of Queensland, St Lucia, Australia.,School of Medicine, Griffith University, Nathan, Australia
| | - Anke Arkesteyn
- Department of Rehabilitation Sciences, KU Leuven, Leuven, Belgium
| | | |
Collapse
|
11
|
Lirola MJ, Ruiz-Rico G, Hernández-Rodríguez AI, Prados-Megías ME. Body Expression-Based Intervention Programs for Persons with Intellectual Disabilities: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E7569. [PMID: 33080977 PMCID: PMC7588911 DOI: 10.3390/ijerph17207569] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/16/2020] [Revised: 10/14/2020] [Accepted: 10/16/2020] [Indexed: 01/04/2023]
Abstract
The benefits of physical exercise on human health are widely known. However, the level of physical activity in the majority of the population is considered insufficient. People with intellectual disabilities (ID), in particular, show this lack of physical activity to a greater extent. It has been noted that the promotion of activities focused on corporal expression (CE) stimulates the motivation to carry out physical exercise in this population group. The aim of this study was to carry out a systematic review of the last ten years of CE programs carried out in people with ID. The criteria established in the PRISMA statement were followed in the literature search. The databases consulted were Scopus, Web of Science, Pubmed, PsycInfo and Elton B. Stephens Company (EBSCO). Eight exclusion criteria were established for the selection of articles. For the analysis of the selected research, three quality criteria for interventions were established. Subsequently, a summary table with the characteristics of each study was made. In conclusion, it can be stated that CE programs in people with ID report benefits at both physical and psychosocial levels. It is necessary to extend this approach for the promotion of healthy physical activity that advocates social inclusion.
Collapse
Affiliation(s)
| | | | - Antonia-Irene Hernández-Rodríguez
- Department of Education, Educational Sciences Faculty, University of Almería, 04120 La Cañada de San Urbano, Spain; (M.-J.L.); (G.R.-R.); (M.-E.P.-M.)
| | | |
Collapse
|
12
|
Ku B, MacDonald M, Hatfield B, Gunter KB. Parental influences on parent-reported motor skills in young children with developmental disabilities. Disabil Health J 2020; 13:100910. [DOI: 10.1016/j.dhjo.2020.100910] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2019] [Revised: 01/04/2020] [Accepted: 02/13/2020] [Indexed: 01/20/2023]
|
13
|
Bassette L, Titus‐Dieringer S, Zoder‐Martell K, Cremeans M. The use of video‐based instruction to promote independent performance of physical activity skills in students with developmental disabilities in a school and community setting. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22414] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Affiliation(s)
- Laura Bassette
- Department of Special Education, Teachers College Ball State University Muncie Indiana USA
| | | | - Kim Zoder‐Martell
- Department of Special Education, Teachers College Ball State University Muncie Indiana USA
| | - McKenzie Cremeans
- Department of Psychiatry Indiana University School of Medicine Indianapolis Indiana USA
| |
Collapse
|
14
|
Emonson C, McGillivray J, Kothe EJ, Rinehart N, Papadopoulos N. Class Time Physical Activity Programs for Primary School Aged Children at Specialist Schools: A Systematic Mapping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:E5140. [PMID: 31888261 PMCID: PMC6950186 DOI: 10.3390/ijerph16245140] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/23/2019] [Revised: 12/12/2019] [Accepted: 12/12/2019] [Indexed: 01/24/2023]
Abstract
Children with disabilities tend to be less active than typically developing peers and may therefore miss important developmental benefits. Class time physical activity (PA) programs can provide additional PA to children and have shown to contribute to numerous benefits in mainstream classrooms. However, it is unclear whether class time PA opportunities are provided in specialist education settings. This review aimed to identify and map class time PA programs that have been implemented in specialist schools and classes. Nine electronic databases were searched. Grey literature searches were also conducted. Programs were included if they were implemented in a primary/elementary specialist school or class, involved a PA component, were conducted during class time and involved more than one child from the class participating. Included programs were mapped and narratively synthesised according to activity type. Of the 2068 records screened, 34 programs were included. Programs involving dance/drama activities (k = 11) were most common and programs involving stretching activities (k = 2) were least frequently implemented. Twenty-three programs had been evaluated, of which only two were randomised controlled trials. More class time PA opportunities are warranted in specialist education settings. Further research is required to build the evidence base for these programs.
Collapse
Affiliation(s)
- Chloe Emonson
- Deakin Child Study Centre, School of Psychology, Faculty of Health, Deakin University, Geelong VIC 3220, Australia; (J.M.); (N.R.); (N.P.)
| | - Jane McGillivray
- Deakin Child Study Centre, School of Psychology, Faculty of Health, Deakin University, Geelong VIC 3220, Australia; (J.M.); (N.R.); (N.P.)
| | - Emily J. Kothe
- Data Science Unit, School of Psychology, Faculty of Health, Deakin University, Geelong VIC 3220, Australia;
| | - Nicole Rinehart
- Deakin Child Study Centre, School of Psychology, Faculty of Health, Deakin University, Geelong VIC 3220, Australia; (J.M.); (N.R.); (N.P.)
| | - Nicole Papadopoulos
- Deakin Child Study Centre, School of Psychology, Faculty of Health, Deakin University, Geelong VIC 3220, Australia; (J.M.); (N.R.); (N.P.)
| |
Collapse
|
15
|
Ng K, Sainio P, Sit C. Physical Activity of Adolescents with and without Disabilities from a Complete Enumeration Study ( n = 128,803): School Health Promotion Study 2017. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16173156. [PMID: 31470622 PMCID: PMC6747134 DOI: 10.3390/ijerph16173156] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/07/2019] [Revised: 08/23/2019] [Accepted: 08/24/2019] [Indexed: 12/19/2022]
Abstract
Evidence suggests that adolescent males take part in more moderate-to-vigorous physical activity (MVPA) than females, and that adolescents with disabilities participate in even less. Public health data are typically based on the international physical activity (PA) recommendations of at least 60 minutes of MVPA daily. However, it appears that data are lost because a person who reports MVPA 0–6 days a week is grouped together and is considered as ‘inactive’. Therefore, the purposes of this study were to report differences among adolescents with and without disabilities who were ‘active’ and ‘inactive’ and to explore differences by sex. A complete enumeration study (2017 School Health Promotion Survey; n = 128,803) of Finnish adolescents aged between 14–19 years old was conducted. The single item self-report MVPA was used with items from the Washington Group on Disability Statistics. Data were grouped into physiological and cognitive disabilities and were split into active and inactive adolescents based on the PA recommendations; subsequently, binary logistic regression analyses were performed. Data from the inactive participants were analyzed with multivariate analysis of covariance and effect sizes were reported. Approximately 10% of males and 17% of females reported disabilities. There were fewer adolescents with disabilities who took part in daily PA (OR = 0.90, CI = 0.85–0.94), especially among those with cognitive disabilities (OR = 0.86, CI = 0.82–0.91). There were more active male than female adolescents (OR = 1.48, CI = 1.43–1.52). Of the inactive adolescents, females reported similar MVPA to males, with and without disabilities after controlling for age, school type, and family financial situation. Inactive adolescents with walking difficulties reported the least amount of MVPA (males; mean = 2.24, CI = 2.03–2.44, females; mean = 2.18, CI = 1.99–2.37). The difference in means with adolescents without disabilities according to Cohen’s d effect size was medium for males (0.56) and females (0.58). The effect sizes from all other groups of disabilities were small. The difference in PA between males and females has diminished among the inactive groups, yet there is still a need to improve the gap between males and females, especially for those who meet the PA recommendations. More strategies are needed to improve MVPA among adolescents with disabilities, especially those with cognitive disabilities.
Collapse
Affiliation(s)
- Kwok Ng
- School of Educational Sciences and Psychology, University of Eastern Finland, P.O. Box 111, FI-80101 Joensuu, Finland.
- Department of Physical Education and Sport Sciences, University of Limerick, V94 T9PX Limerick, Ireland.
| | - Päivi Sainio
- Department of Welfare, Finnish Institute for Health and Welfare, P.O. Box 30, FI-00271 Helsinki, Finland
| | - Cindy Sit
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, China
| |
Collapse
|
16
|
Wouters M, Evenhuis HM, Hilgenkamp TIM. Physical fitness of children and adolescents with moderate to severe intellectual disabilities. Disabil Rehabil 2019; 42:2542-2552. [PMID: 30973765 DOI: 10.1080/09638288.2019.1573932] [Citation(s) in RCA: 30] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Background: Low levels of physical fitness are associated with low physical and mental health. The aims of this study were to assess the health-related physical fitness of children with intellectual disability (ID), and study the association of physical activity and motor development with physical fitness.Methods: One hundred and twenty-eight children with moderate to severe ID (83 boys; age 2-18 years) visiting specialised day programme centres engaged in field-based physical fitness tests (body composition, muscular strength, muscular endurance, and cardiorespiratory fitness). Scores were compared to reference values, and with linear regression analysis the association between the fitness outcomes and physical activity and motor development was studied.Results: High rates of overweight (23-25%) and obesity (10-15%) were found. A majority of the participants (71-91%) scored below reference values for muscular strength, endurance, and cardiorespiratory fitness tests. Physical activity and motor development were positively associated with scores on several fitness test (β = 0.27-0.44; p < 0.05).Conclusions: Children with moderate to severe ID visiting specialised day programme centres have strikingly low physical fitness levels. Policies and interventions to increase the physical fitness for this specific group of children are urgently needed, in which increasing physical activity and motor skills are expected to be effective components.Implications for rehabilitationStrikingly low levels of physical fitness were seen in children and adolescents with moderate to severe intellectual disabilities.This vulnerable group is in need of appropriate interventions to increase their physical fitness levels.Increasing the physical activity is a potential component in these interventions.Improving motor development will most likely lead to improved physical fitness as well.
Collapse
Affiliation(s)
- Marieke Wouters
- Reinaerde, Utrecht, the Netherlands.,Department of General Practice, Intellectual Disability Medicine, Erasmus MC, University Medical Center Rotterdam, Rotterdam, the Netherlands
| | - Heleen M Evenhuis
- Department of General Practice, Intellectual Disability Medicine, Erasmus MC, University Medical Center Rotterdam, Rotterdam, the Netherlands
| | - Thessa I M Hilgenkamp
- Department of General Practice, Intellectual Disability Medicine, Erasmus MC, University Medical Center Rotterdam, Rotterdam, the Netherlands.,Department of Kinesiology and Nutrition, University of Illinois at Chicago, Chicago, IL, USA
| |
Collapse
|
17
|
Stanish HI, Curtin C, Must A, Phillips S, Maslin M, Bandini LG. Does physical activity differ between youth with and without intellectual disabilities? Disabil Health J 2019; 12:503-508. [PMID: 30914263 DOI: 10.1016/j.dhjo.2019.02.006] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2018] [Revised: 01/11/2019] [Accepted: 02/23/2019] [Indexed: 12/27/2022]
Abstract
BACKGROUND Children and youth with intellectual disabilities (ID) are known to face obstacles to physical activity participation, yet the activity patterns of this population are not well characterized. OBJECTIVE/HYPOTHESIS In this study, time spent in moderate to vigorous physical activity (MVPA), type, and frequency of participation in physical activities were assessed in youth with ID and in a comparison group of typically developing (TD) youth. METHODS Weekly participation in MVPA in 38 youth with ID and 60 TD youth was assessed via accelerometry. Participants were also administered an interview about the frequency and type of physical activities they engaged in over the past year. RESULTS After adjusting for age and sex, youth with ID spent significantly less time in MVPA (33.5 vs. 46.5 min/day, p = 0.03) and were less likely to meet the US Physical Activity Guidelines than TD youth (6% vs. 29%, p = 0.01). Although time in MVPA was lower in youth with ID, females with ID participated in physical activities more frequently than TD females (47.1 vs. 28.2 times/month, p = 0.008) and also reported engaging in a greater variety of physical activities (7.8 vs. 5.2 activities/year, p = 0.01). No differences between males in the frequency of physical activity participation or the number of activities performed were observed. Both groups reported walking/hiking and active video as top activities. CONCLUSIONS Findings emphasize the need for targeted efforts to increase MVPA in youth with ID.
Collapse
Affiliation(s)
- Heidi I Stanish
- University of Massachusetts Boston, Department of Exercise and Health Sciences, 100 Morrissey Blvd, Boston, MA, 02125, USA.
| | - Carol Curtin
- University of Massachusetts Medical School, Eunice Kennedy Shriver Center, 55 Lake Avenue North S3-324B, Worcester, MA, 01655, USA.
| | - Aviva Must
- Tufts University School of Medicine, Department of Public Health and Community Medicine, 136 Harrison Ave., Boston, MA, 02111, USA.
| | - Sarah Phillips
- Tufts University School of Medicine, Department of Public Health and Community Medicine, 136 Harrison Ave., Boston, MA, 02111, USA.
| | - Melissa Maslin
- University of Massachusetts Medical School, Eunice Kennedy Shriver Center, 55 Lake Avenue North S3-324B, Worcester, MA, 01655, USA.
| | - Linda G Bandini
- University of Massachusetts Medical School, Eunice Kennedy Shriver Center, 55 Lake Avenue North S3-324B, Worcester, MA, 01655, USA; Boston University, Department of Health Sciences, 635 Commonwealth Ave., Boston, MA, 02215, USA.
| |
Collapse
|
18
|
Wouters M, Evenhuis HM, Hilgenkamp TIM. Physical activity levels of children and adolescents with moderate-to-severe intellectual disability. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2018; 32:131-142. [PMID: 29993175 PMCID: PMC8411862 DOI: 10.1111/jar.12515] [Citation(s) in RCA: 46] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2018] [Revised: 04/30/2018] [Accepted: 06/19/2018] [Indexed: 01/06/2023]
Abstract
Background Regular participation of children and adolescents with intellectual disabilites in physical activity is important to maintain good health and to acquire motor skills. The aim of this study was to investigate the habitual physical activity in these children. Methods Sixty‐eight children and adolescents (2–18 years) with a moderate‐to‐severe intellectual disability were included in the analyses. They wore an accelerometer on eight consecutive days. Data was analysed by use of descriptive statistics and multiple linear regression analyses. Results The participants took on average 6,677 ± 2,600 steps per day, with intensity of 1,040 ± 431 counts per minute. In total, 47% of the participants were meeting physical activity recommendations. Low motor development was associated with low physical activity. Conclusions As more than half of the participants were not meeting the recommendations, family and caregivers of these children should focus on supporting and motivating them to explore and expand their physical activities.
Collapse
Affiliation(s)
- Marieke Wouters
- Reinaerde, Utrecht, The Netherlands.,Department of General Practice, Intellectual Disability Medicine, Erasmus Medical Center, Rotterdam, The Netherlands
| | - Heleen M Evenhuis
- Department of General Practice, Intellectual Disability Medicine, Erasmus Medical Center, Rotterdam, The Netherlands
| | - Thessa I M Hilgenkamp
- Department of General Practice, Intellectual Disability Medicine, Erasmus Medical Center, Rotterdam, The Netherlands.,Department of Kinesiology and Nutrition, University of Illinois at Chicago, Chicago, Illinois
| |
Collapse
|
19
|
Self-Reported Participation in Sport/Exercise Among Adolescents and Young Adults With and Without Mild to Moderate Intellectual Disability. J Phys Act Health 2018; 15:247-254. [DOI: 10.1123/jpah.2017-0035] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
|
20
|
The Relationship between Physical Activity and Screen Time with the Risk of Hypertension in Children and Adolescents with Intellectual Disability. BIOMED RESEARCH INTERNATIONAL 2017; 2017:1940602. [PMID: 29312991 PMCID: PMC5688362 DOI: 10.1155/2017/1940602] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/18/2017] [Accepted: 10/15/2017] [Indexed: 11/30/2022]
Abstract
Introduction Children and adolescents with intellectual disability (ID) have significantly lower levels of physical activity compared to their peers without ID. Association between the level of physical activity and screen time with hypertension (HPT) in children and adolescents with ID has not been reported yet. Aim To assess the relationship between the level of physical activity and screen time with the prevalence of HPT in students with ID. Material and Methods The study group consisted of 568 children with ID aged 7 to 18. The control group matched for age and gender consisted of 568 students without ID. Blood pressure (BP), body mass and height, level of physical activity, and screen time were assessed. Results The level of physical activity in the study group was significantly lower than in the control group (score 1.99 versus 3.02, resp., in Physical Activity Questionnaire). The risk of HPT in the students with ID with low levels of physical activity was more than 4 times higher (OR = 4.40) and more than 2 times higher when screen time was ≥2 h/day. Conclusion Low level of physical activity and long screen time were associated with significantly higher HPT risk among children and adolescents with ID.
Collapse
|