Physical Activity Promotion for School-Age Children With Disabilities

2021 ◽  
pp. 004005992110416
Author(s):  
Joonkoo Yun ◽  
Myung Ha Sur ◽  
Deborah R. Shapiro
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Physical Activity Promotion ◽  
School Age Children ◽  
Physical Education Class ◽  
Disability Sport ◽  
Education Class ◽  
Activity Promotion

Physical activity (PA) promotion for children with disabilities tends to be less of a priority in physical education teacher education programs when compared with a focus on motor and sport-specific skills and strategies. As a result, physical education teachers tend to have less competence in promoting PA of students with disabilities, leaving students with disabilities to feel disconnected from the physical education class. Students with a disability subsequently are likely not to benefit from physical education in terms of PA participation. This paper aims to provide guidelines and strategies to promote PA in inclusive physical education settings. In this paper, we define PA and provide specific strategies grounded in self-determination theory and the socioecological model to promote PA during physical education class. Strategies proposed include (a) selection of disability sport and instructional models, (b) grouping practices to facilitate relatedness, skill development, and participation, (c) approaches to increase choice and encourage decision making, and (d) use of goal setting and self-evaluation.

scholarly journals Actividad física evaluada en la clase de educación física en estudiantes de secundaria con discapacidad y sin discapacidad antes y durante la pandemia por COVID-19 (Physical activity assessed in physical education class in disabled and non-disabled high

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 447-451
Author(s):  
Javier Arturo Hall-López ◽  
Paulina Yesica Ochoa-Martínez ◽  
Edgar Ismael Alarcón-Meza ◽  
Ana Maria Teixeira
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Students With Disabilities ◽  
Physical Education Class ◽  
School Students ◽  
Student Body ◽  
Education Class ◽  
Significant Difference

  Objetivo: Evaluar la actividad física en la clase de educación física en estudiantado de secundaria con discapacidad y sin discapacidad antes y durante la pandemia por COVID-19. Método: Los sujetos participantes fueron estudiantes de secundaria con una edad promedio de 15.2±5.7 años, 106 estudiantes sin discapacidad y 77 estudiantes diagnosticados con discapacidad, la actividad física se evaluó antes y durante la pandemia por COVID-19 mediante el cuestionario internacional de actividad física IPAQ. Resultados: El análisis de varianza (ANOVA) mixtas 2 x 2 (grupos x mediciones), indicó que una diferencia estadísticamente significativa de p=.001 entre los grupos y p=.005 las mediciones con mayor gasto energético semanal de actividad física, en el estudiantado sin discapacidad. Conclusiones: Al comparar los valores con una investigación que utilizó el mismo procedimiento metodológico, el estudiantado con discapacidad reporta mayores hábitos sedentarios que escolares no diagnosticados con discapacidad, durante la pandemia por COVID-19. Abstract. Objective: To evaluate physical activity in physical education class in disabled and non-disabled high school students before and during the COVID-19 pandemic. Method: Participating subjects were high school students with an average age of 15.2 ± 5.7 years, 106 students without disabilities and 77 students diagnosed with disabilities, physical activity was evaluated before and during the COVID-19 pandemic using the international activity questionnaire IPAQ physics. Results: The analysis of variance (ANOVA) mixed 2 x 2 (groups x measurements), indicated that a statistically significant difference of p = .001 between the groups and p = .005 the measurements with the highest weekly energy expenditure of physical activity, in the student body without disabilities. Conclusions: When comparing the values ​​with an investigation that used the same methodological procedure, students with disabilities report higher sedentary habits than schoolchildren undiagnosed with disabilities, during the COVID-19 pandemic.

Abstract P269: Examining the Unique Contribution of Physical Education and Sports Team Participation to Overall Levels of Adolescent Physical Activity

Circulation ◽  
2012 ◽  
Vol 125 (suppl_10) ◽  
Author(s):  
Clare M Lenhart ◽  
Alexandra Hanlon ◽  
Youjeong Kang ◽  
Brian P Daly ◽  
Michael Brown ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Regression Model ◽  
Depression Symptoms ◽  
Activity Levels ◽  
Physical Education Class ◽  
Sports Teams ◽  
Highly Active ◽  
Education Class ◽  
Sports Team

Background: Adolescent females are significantly less likely to meet physical activity recommendations than males; this gender disparity is also evident among adults. Physical education class and sports teams represent an important opportunity for physical activity among youth. Females, in particular, may rely on these opportunities since they are less likely to be active during unstructured time as compared to males. This study examined the relative contribution of participation in physical education class and sports teams to overall levels of physical activity for females and males, independent of known correlates of physical activity in this group of adolescents. Methods: Cross-sectional data was examined from 591 9 th −12 th grade students from Philadelphia public schools who completed the 2009 Youth Risk Behavior Assessment. The relationship between the independent variables (participation in physical education class and sports teams) and other selected correlates (race, grade level, body mass index, depression symptoms and suicidal ideation, eating habits and weight concern, drug use, television watching and computer use) and physical activity was evaluated using chi-square tests. Variables with an association of p<.3 were entered into a stepwise regression model to estimate the relative association of each variable with activity levels. A final regression model stratified by gender was generated to estimate gender differences. Results: Sixty-two percent of the sample was female, 50% were African American, 19% were overweight, and 33% reported five or more days of activity in the last week. Females were less likely to be active than males (x 2 (2, N = 591) = 33.72, p = <.01): 27.9% of females were sedentary as compared to 10.6% of males. PE class was not significantly related to overall physical activity among males, while highly active females were seven times more likely to report participating in PE class every day than sedentary females (Exp(B)=7.06; p=.001). Playing on one or more sports teams was significantly associated with low-to-moderate (Exp(B)=2.14; p=.02) and highly active females (Exp(B)=3.24; p<.01). Among males, sports team participation was only associated with high levels of activity (Exp(B)=2.79; p=.05). Conclusions: Participation in sports teams and physical education class contribute more to overall activity levels in female than male adolescents. A more rigorous assessment of this hypothesis is warranted to inform efforts to promote adolescent activity levels, particularly among females.

scholarly journals Origins of perceived physical education ability and worth among English adolescents

2016 ◽  
Vol 24 (2) ◽  
pp. 165-180 ◽  
Author(s):  
Toni Hilland ◽  
Nicola Ridgers ◽  
Gareth Stratton ◽  
Zoe Knowles ◽  
Stuart Fairclough
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Activity Promotion ◽  
Self Esteem ◽  
Higher Order ◽  
Focus Group Interviews ◽  
Expectancy Value ◽  
Activity Promotion ◽  
Group Interviews ◽  
Feedback Perceptions

Predisposing factors of perceived physical education (PE) ability and perceived PE worth within the Youth Physical Activity Promotion Model are positively associated with young people’s daily physical activity. The aim of this study was to qualitatively investigate the origins of students’ perceived PE ability (perceived competence and self-esteem) and perceived PE worth (attitude and enjoyment). Fifty-three PE students, aged 12–14 years (mean = 13.18), participated in semi-structured focus group interviews, which were recorded, transcribed and analysed inductively and deductively and represented as pen profiles. Analysis revealed three higher order themes relating to perceived PE ability (external feedback, perceptions of (in)competence and comparison against peers), and three higher order themes underpinning perceived PE worth (PE teachers, expectancy–value relationship and the physical experience of PE). PE should be perceived as interesting, relevant and meaningful by students and provide appropriate opportunities for success so as to influence lifetime physical activity habits.

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