Search

This study investigated the use of recommended practices in university-based experiential learning associated with adapted physical activity and education (APA/E) undergraduate courses. Participants (N = 165) were instructors of APA/E courses with an experiential-learning component and/or professionals involved in APA/E experiential-learning programs at their university. Participants completed an online questionnaire designed to describe program characteristics and evaluate the use of two sets of practices, including those recommended for involving students and people with disabilities. Findings highlight low proportions of the use of practices recommended for people with disabilities and indicate that significantly more practices recommended for students were implemented (Z = −10.45, p <.001). Findings from this study have several implications for evaluation and intervention in APA/E experiential learning, such as including the disability community in planning and designing programming to benefit both students and people with disabilities. Instructors should aim to increase their implementation of practices recommended for involving people with disabilities. [ABSTRACT FROM AUTHOR]

Physical activity (PA) participation has various health benef ts, including managing weight, reducing the risk of sdisease, strengthening muscles and bones, and physical functions in daily life PA also improves [...], The purpose of this paper was to illustrate how to promote physical activity among children and adolescents with disabilities using an exergame under the self-determination theory framework. A variety of features of exergames, including immersive environments, optimal challenges, and social interaction, may make physical activity more enjoyable and engaging for children and adolescents with disabilities. This article will briefly introduce different types of exergames, including virtual reality and augmented reality. Then, elaborate on how to promote physical activity in children and adolescents with developmental disabilities using the self-determination theory framework by providing choice-making, maximizing children and adolescents' strength, and creating opportunities for interaction with peers. Keywords: Thechnology, physical activity promotion, self-determination theory, disability

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.

Purpose: This study investigated differences in (a) completion of teaching methods courses and (b) participation in professional development opportunities between alternatively and traditionally certified physical educators. Method: The sample included 1,850 physical educators (mean age: 42.7 years, male: 61.7%, female: 38.3%) from the 2017 to 2018 National Teacher and Principal Survey. Prevalence estimates of physical educators who (a) completed undergraduate or graduate teaching methods courses during their education and training and (b) participated in professional development were calculated. Results: The results of binary logistic regressions reveal that alternatively certified physical educators were less likely to complete various teaching methods courses before entering the teaching profession. In addition, there were no differences in participation in professional development except in instructional strategies for students with disabilities. Conclusion: Considering unprepared teachers tend to leave the profession early, alternative certification programs need to provide substantial levels of learning opportunities, including teaching methods courses. [ABSTRACT FROM AUTHOR]

This study explored the contribution of physical education and recess to children's physical activity (PA) behavior and examined whether they compensate for missed PA opportunities. Participants' (N = 115; age: 9.2 ± 0.6 years) PA was measured using accelerometry across multiple time periods, including data from school days and weekends. Data collection occurred over 6-7 weeks, with 2 weeks in between each period. Physical education and recess accounted for 22.98% (SD = 8.32) and 19.71% (SD = 6.87) moderate-to-vigorous PA, and 16.06% (SD = 4.54) and 14.65% (SD = 4.45) total PA, respectively. Analyses revealed differences between physical education and non-physical education days (Wilks's [lambda] = 0.80, p < 0.001; partial [eta][superscript 2] = 0.20) and physical education and weekend days (Wilks's [lambda] = 0.67, p < 0.001; partial [eta][superscript 2] = 0.33). Physical education contributed to habitual PA more than previously thought; schools should be increasing, not reducing, opportunities.

Visual supports have been advocated as one strategy to teach children with autism in physical education. However, empirical studies documented inconsistencies in their effectiveness, with some demonstrating positive effects while others reported limited support for their use. Without a clear synthesis of information, physical educators may have difficulties in identifying and meaningfully utilizing visual supports. A systematic literature review on visual supports was conducted with synthesized current literature for physical educators to make informed decisions regarding their use for children with autism in physical education. A total of 27 articles were reviewed, which included empirical- and narrative-based manuscripts. Results suggest that picture task cards, visual activity schedules, and video prompting can be potential strategies that physical educators can use to teach motor skills to children on the spectrum. However, video modeling may need to be further investigated to fully understand how to use it in the context of physical education. [ABSTRACT FROM AUTHOR]

This study aimed to examine physical activity (PA) levels and mental health status (i.e., anxiety and depression) among parents of children with autism spectrum disorder (ASD). Secondary data analysis was conducted using the 2018 National Health Interview Survey. We identified 139 parents of children with ASD and 4,470 parents of children with no disability. Their PA levels, anxiety, and depression were analyzed. Compared with parents of children with no disability, parents of children with ASD were significantly less likely to meet the PA guideline for Americans and had lower odds of vigorous PA (aOR = 0.702), strengthening PA (aOR = 0.885), and light to moderate PA (aOR = 0.994). Parents of children with ASD reported significantly higher odds of anxiety (aOR = 1.559) and depression (aOR = 1.885). This study revealed lower PA levels and higher risks of anxiety and depression in parents of children with ASD. [ABSTRACT FROM AUTHOR]

The U.S. Report Card on Physical Activity for Children and Youth has tracked 10 physical activity (PA) indicators common to the Active Healthy Kids Global Matrix since 2014. This article expands on the U.S. report cards by presenting PA indicator assessments among children and adolescents with disabilities. Grades for indicators were assigned based on a search of peer-reviewed articles presenting nationally representative data. The Global Matrix 3.0 benchmarks and grading framework guided the process. Grades for overall PA, sedentary behaviors, organized sports, and school were F, D+, D+, and D, respectively. Insufficient evidence existed to assign grades to the remaining six indicators. There is a need in the United States for targeted PA promotion strategies that are specific to children and adolescents with disabilities. Without a commitment to this effort across sectors and settings, the low grades identified in this para report card are expected to remain. [ABSTRACT FROM AUTHOR]

This study examined obesity and recreational screen time trends in children receiving special education services from 1999 to 2018. We analysed data from 2565 children aged 5–17 years from the United States National Health and Nutrition Examination Surveys (NHANES). Their body mass index (BMI) and recreational screen time were analysed using ordinal and logistic regressions. The obesity prevalence (aOR = 1.043, 95% CI [1.006, 1.082]) and rate of recreational screen time guideline compliance (less than 2 hours [reference]; aOR = 1.082, 95% CI [1.041, 1.124]) in these children showed a small but significantly increasing trend during the two decades, respectively. This group of children also showed disparities in weight status, where growing trends were found in male, non-White, and 12–17 years old children. Children who did not meet the recreational screen time guideline were more likely to be obese compared to be in a healthy weight condition (aOR = 1.353, 95% CI [1.054, 1.736]). The findings point out the substantial need for sustainable and effective actions to reduce obesity and recreational screen time among children receiving special education services. [ABSTRACT FROM AUTHOR]

Author(s): Samantha M. Ross [sup.1] , Kathleen R. Bogart [sup.2] , Ellen Smit [sup.3] , Bridget Hatfield [sup.4] , Joonkoo Yun [sup.5] , Samuel W. Logan [sup.6] Author Affiliations: (1) [...], Objectives Aim 1 was to establish updated prevalence estimates for meeting national physical activity (PA) guidelines among adolescents with and without special healthcare needs (SHCN), 12-17 years old. To identify at-risk subgroups, our sub-aim was to compare the distribution of prevalence estimates across PA levels by SHCN subtypes, and in reference to peers without SHCN. Aim 2 was to examine the association between meeting PA guidelines, having a medical home, and receiving positive health behavior counseling in this population. Methods Weighted prevalence estimates for meeting the 2018 National PA Guidelines (inactive, insufficiently active, sufficiently active: guidelines met) were calculated from a secondary analysis of the National Survey of Children&apos;s Health 2016-2017 ( n = 16,171, 27% SHCN). Adjusted odds ratios and 95% CIs were estimated from logistic regression models to measure the association between PA, medical home, and postive health behavior counseling. Results Of adolescents with SHCN, 15% were reported to be meeting PA guidelines compared to 19% of peers without SHCN peers. Among adolescents with a medical home, regardless of SHCN status, those receiving positive health behavior counseling had 1.70 times the adjusted odds of meeting PA guidelines compared to peers without counseling. Conclusions for Practice Adolescents with and without SHCN were more likely to meet PA guidelines if they had a medical home and received positive health behavior counseling, highlighting the value of comprehensive healthcare practices for PA promotion.

For nearly 45 years, the Individuals with Disabilities Education Act (IDEA) has not only provided greater opportunities and access to special education programs and services, but also significantly impacted the [...], The purpose of this paper is to present an updated examination of the need for higher education personnel in adapted physical activity (APA) in the United States. First, we conducted an analysis of faculty advertisements in two online job search engines on the number of advertised positions from 2008-2019. Second, we analyzed the annual number of doctoral-level graduates in APA by conducting an online search of Dissertation Abstracts from 2009-2018. This analysis demonstrated that there is, and likely will continue to be, a shortage of qualified doctoral-level APA personnel. Recommendations for future doctoral training concludes this article. Keywords: Adapted physical education, doctoral training, students with disabilities, leadership

Assessment is the foundation of providing appropriate services and developing effective lesson plans for physical education. If assessment results do not truly represent a child's ability level, the physical education experience for that student may be less meaningful. This can be a concern for students with autism spectrum disorder (ASD) who may not understand or have an interest in the rigid structure of standardized motor assessments. Recent research has focused on improving communication during gross motor-skill assessment to improve skill performance among children with ASD. In order to further increase the accuracy of movement skill assessments for students with ASD, however, it is important that teachers and professionals also address a student's motivation to participate. If the student with ASD is motivated to participate in the assessment, the student will be more interested in and perform the skill better. The purpose of this article is to provide strategies to increase motivation during gross motor-skill assessments in order to improve accuracy and knowledge of the student's movement capabilities. Strategies for how physical educators can increase motivation will be presented, including getting to know the student, making the assessment fun, and providing choices.

The purpose of the article is to discuss the universal design for learning (UDL) framework as a curriculum development tool and illustrate how it can be implemented in the physical education setting to include children with disabilities. Although a few scholars in physical education have advocated for the implementation of UDL, their efforts may not have had the desired results, perhaps due to a misinterpretation of UDL's key concepts. The UDL framework places an emphasis on curriculum development that proactively includes scaffolds in which to provide modifications for children with varying abilities. This method enables teachers to improve their inclusion efforts for children with disabilities. The framework is similar to the National Standards for K-12 Physical Education in that it can be generalized to a diverse student body, which makes it easy to provide alternatives and modifications to reach certain goals. This article explains how educators can use UDL as a curriculum development tool to proactively include students with disabilities in their classes.

The importance of physical activity has received considerable attention during the past decade. Physical education has been viewed as a cost-effective way to promote physical activity as a public health initiative. In fact, the Centers for Disease Control and Prevention recommends that a "substantial percentage" of students' overall physical activity should be obtained through school physical education. However, promoting physical activity as a part of adapted physical education (APE) has not been widely advocated within the current literature. The purpose of this article is to provide justification for physical activity promotion within the APE setting and to briefly address strategies for physical activity promotion. This article includes (1) federal legislation and regulations related to APE, (2) a discussion on the definition of physical activity, and (3) physical activity promotion strategies within and beyond APE classes.

The purposes of this study were (a) to investigate the prevalence of physical educators who report delivering high-quality instructional practices to students with disabilities and (b) to examine the relationships between teachers' qualifications and the delivery of high-quality instructional practices. A secondary analysis using data from the School Health Policy and Practice Study 2014 data set was employed. The analytic sample included 256 physical educators who taught students with disabilities. Prevalence estimates of physical educators who reported using high-quality instructional practices were calculated. Two separate binary logistic regressions using weighted data were conducted to evaluate the relative contribution of (a) teacher qualifications and (b) educational degrees in accounting for differences in the use of high-quality instructional practices. Less than half of the sample reported using high-quality instructional practices. Considering the increasing prevalence of students with disabilities in general education classrooms, teacher education programs should prioritize providing teacher candidates with coursework that aligns with the expectations of physical educators who teach students with disabilities. [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify parental influences on physical activity behaviours of children with disabilities. One hundred and forty-eight parents of children with disabilities responded to a survey about factors related to parent and child physical activity, parental support and belief in their child's abilities regarding physical activity. The results of multiple regression revealed that parents' perceived competence of their child's physical ability and parental support were the key factors of promoting physical activity behaviours of children with disabilities. Findings from this study should be utilised to inform parents on the ways that they can be most helpful for improving the physical activity experiences of their children.

This study aimed to examine the prevalence and types of school-based extracurricular sports and physical activity participation among children with disabilities. This study utilised the 2013–2016 National Health and Examination Surveys (N = 4416). A total of 509 children who received special education services were identified as children with disabilities in this study. Descriptive statistics, Rao-Scott chi-square tests, binary logistic regression, and multivariate logistic regression model were used to answer the research questions. The results suggested a discrepancy in school-based extracurricular sport and physical activity participation between children with and without disabilities. Furthermore, there were significant disparities in participation in school-based extracurricular sports and physical activities among girls with disabilities. It is recommended that sufficient resources and training opportunities be provided for policy implementation to promote school-based extracurricular sport and physical activity participation of children with disabilities. Offering more favourable and suitable extracurricular sport and physical activity programs can also ensure children with disabilities have an equal opportunity to participate in sport and physical activity after school hours. [ABSTRACT FROM AUTHOR]

Motivation is a key factor in promoting students' active engagement in regular physical activity. According to self-determination theory -- one of the prominent motivational theories -- for this to occur, students' basic psychological needs must be met (i.e., their need for autonomy, competence and relatedness). Students' self-determined motivation may be further amplified by using evidence-based pedagogical practices, such as instructional alignment. Such information may be particularly valuable for college and university physical activity instructors who are sometimes experts in their activity, but who may have little formal training in motivational theory or evidence-based pedagogical strategies. In this article, we describe the concept of instructional alignment and discuss how college and university physical activity instructors, in particular, can integrate this knowledge into their courses with the intent being to enhance their students' satisfaction of basic psychological needs and long-term physical activity motivation. Multiple practical applications are shared.

A secondary data analysis of 33,093 children and adolescents age 6–17 years (12% with disabilities) from a 2016–2017 National Survey of Children's Health nonrepresentative sample aimed to identify (a) unique clusters of sociodemographic characteristics and (b) the relative importance of disability status in predicting participation in daily physical activity (PA) and sports. Exploratory classification tree analyses identified hierarchical predictors of daily PA and sport participation separately. Disability status was not a primary predictor of daily PA. Instead, it emerged in the fifth level after age, sex, body mass index, and income, highlighting the dynamic intersection of disability with sociodemographic factors influencing PA levels. In comparison, disability status was a second-level predictor for sport participation, suggesting that unique factors influencing PA level are likely experienced by disabled children and adolescents. The authors employ an intersectionality lens to critically discuss implications for research in adapted PA. [ABSTRACT FROM AUTHOR]

The authors examined if body mass index (BMI), weight, and height across age groups differ between adults with Down syndrome (DS) and adults with intellectual disability but without DS. They conducted secondary analyses of cross-sectional data from 45,803 individuals from the United States from 2009 to 2014 of the National Core Indicators Adult Consumer Survey across five age groups: 18–29, 30–39, 40–49, 50–59, and 60+ years. For both men and women with DS, BMI and weight increased between the 18- to 29- and the 30- to 39-year age groups and decreased thereafter. For both men and women with intellectual disability, BMI and weight increased between the 18- to 29- and the 30- to 39-year age groups, stayed about the same until the 50- to 59-year age group, and decreased thereafter. Height demonstrated a small but significant decrease with older age in all groups. These cross-sectional comparisons indicate that BMI and weight may start decreasing at a younger age in adults with DS than in adults with intellectual disability. [ABSTRACT FROM AUTHOR]

Background: Children and adolescents with disabilities often report low levels of physical activity (PA). Estimating the magnitude of PA disparities has been previously challenged by underreporting and variability in subsampling of disability. Using the National Survey of Children's Health, this study estimated the population-level PA disparities experienced and the association between disability status and PA engagement. Methods: Weighted prevalence of PA engagement (National Physical Activity Guidelines for Americans (2nd edition) and sports participation) was compared across disability groups for children (n = 20,867, 6–11 y) and adolescents (n = 28,651, 12–17 y) and found to be 12%. Age-stratified multivariable logistic regressions estimated the likelihood of PA engagement as a function of disability status and type, after adjusting for child and household factors. Results: Children, but not adolescents, with disabilities had significantly lower odds of being sufficiently active compared with peers without disabilities (adjusted odds ratio = 0.75; 95% confidence interval, 0.60–0.94). Across age groups, the lowest prevalence rates were observed among those experiencing function and mobility disabilities. Children and adolescents were significantly less likely to participate in sports compared with peers. Conclusion: Children with function and mobility disabilities were identified as priority subpopulations least likely to be sufficiently active. The disparity in sports participation highlights a critical intervention point for increasing PA among children with disabilities. [ABSTRACT FROM AUTHOR]

Although implementation of evidence-based practice (EBP) has been strongly advocated by federal legislation as well as school districts in recent years, the concept has not been well accepted in adapted physical education (APE), perhaps due to a lack of understanding of the central notion of EBP. The purpose of this article is to discuss how APE teachers can implement EBP in their teaching environments. In this article, EBP is defined as the best practice of integrating individual teaching strategies with the best available evidence to meet students' special needs in physical education settings. The three-way process for successfully implementing EBP includes: (1) creating evidence using appropriate research design to answer practical questions, (2) disseminating appropriate evidence to practitioners by a third-party organization and training future practitioners and current physical education teachers, and (3) implementing EBP in a five-step process. (Contains 2 tables.)

This study examined sources of variability in physical activity (PA) of youth with developmental disabilities (DD), and determined the optimal number of days required for monitoring PA. Sixteen youth with DD wore two pedometers and two accelerometers for 9 days, including 5 weekdays (W) and 2 weekends (WK). A two-facet in fully crossed two-way ANOVAs were employed to estimate sources of variability across W, WK, and W and WK combined (WWK) for each device. Primary sources of variability were the person and the person by day interaction for both devices. Using a pedometer, four, six, and eight days of measurements were required to determine typical PA levels of the participants during W, WK, and WWK, respectively. Using one accelerometer, four days of measurements were estimated across all days. (Contains 6 tables and 2 figures.)

This study examined whether the walk-to-run transition speed (W-RTS) and the run-to-walk transition speed (R-WTS) were different or more variable between participants with and without intellectual disability (ID). Nine adults with ID and 10 adults without ID completed in a series of walk-to-run and run-to-walk trials on a treadmill. W-RTS and R-WTS were identified using force-sensitive resistors. When transition speeds were expressed as Froude numbers to account for differences in leg length, W-RTS was slower, and intraindividual variability of W-RTS and R-WTS was greater in participants with ID. These findings support the idea that the unique constraints of individuals with ID result in altered attractor dynamics for walking and a weaker coupling between locomotor speed and order parameters governing gait transitions. (Contains 3 tables.)

Research has shown that visual practices can be beneficial when working with children with autism spectrum disorder. Visual supports have been used for various objectives such as to improve social [...]

The purposes of the current study were to develop a questionnaire to measure parental physical activity (PA) support in parents of children with disabilities and to examine factors associated with parental PA support. A questionnaire measuring parental PA support in parents of children with disabilities (PPSQ for PCD), consisting of three constructs (encouragement, co-PA, and logistic support) with 19 items, was initially developed and evaluated by the Confirmatory Factor Analysis. Three independent multiple regression analyses were conducted to examine associations between the three constructs and parental PA orientation variables. With the item deletion approach, the final model with 12 items (four items in each construct) was developed, which revealed an excellent model fit ( x 2 = 78.42 [df = 51, p =.008], CFI = 0.98, GFI = 0.94. RMSEA = 0.05). The multiple regression analyses revealed that parental orientation variables were differently associated with each construct of the PPSQ for PCD. The PPSQ for PCD consists of three constructs, differently associated with parental orientation variables. This questionnaire can be used as an instrument to assess parental PA support. The Parental Physical Activity Questionnaire (PPAQ) can be used to assess parental physical activity support in parents of children with disabilities. The PPAQ measures three constructs (i.e., types) of parental physical activity support including encouragement, co-physical activity, and logistic support. Parental physical activity orientations (e.g., importance, enjoyment, and behavior) are differently associated with each construct of parental physical activity support. [ABSTRACT FROM AUTHOR]

This study sought to descriptively evaluate the performance of fundamental gross motor skills among Head Start children. Levels of performance were compared and contrasted with performance profiles of the Test of Gross Motor Development. Findings suggest that Head Start curriculum should focus on the importance of developing fundamental gross motor skills. (Author/SD)

Despite the rising interest in intervention for children with autism spectrum disorder, the extent to which interventions are effective on gross motor outcomes is currently unknown. The purpose of this study was to analyze the effect of different intervention approaches on gross motor outcomes among children with autism spectrum disorder using meta-analysis. A total of 18 studies met the inclusion criteria for quantitative analysis. Pre- and posttest means and SDs were extracted to calculate effect sizes. Potential moderator variables were chosen based on important intervention characteristics. The results suggest that interventions have a large effect on gross motor outcomes among children with autism spectrum disorder (δ = 0.99, SE = 0.19, p <.001, 95% confidence interval [0.62, 1.36]). The interventions that were 16 total hours or longer had a significantly larger effect than those less than 16 hr. In addition, the interventions in experimental settings had significantly larger effects than the interventions in practical settings. Future interventions should consider intensity, including not only the duration of the intervention but also the intensity in which specific intervention goals are targeted. [ABSTRACT FROM AUTHOR]

This paper examines the need for interdisciplinary knowledge in the formation of public health models for health-promoting physical activity (PA) for people experiencing disability. PA promotion for people experiencing disability is a multifaceted endeavor and requires navigating a multitude of complicated and interactive factors. Both disability and health are multifaceted constructs and the relationship between PA and health is embedded within a complicated web of interactive influences. PA promotion must consider interacting biological and psychosocial factors within the person and in the sociopolitical environment. Models for research and practice need to evolve from value and belief systems that center on people experiencing disability without stigmatizing them. We argue that interdisciplinary research and practice is needed in navigating the intricacies of PA promotion toward improving the health of people experiencing disability and facilitating inclusion, empowerment, and dignity. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the current levels of physical activity among youth with disabilities using meta-analysis. The search identified 11 publications including 729 participants (age 4–20 yr). The overall effect size for 11 studies was Hedges g = 0.60 (SE = 0.18, 95% confidence interval [CI] [0.24, 0.96], p <.05, k = 11) using a random-effects model. The findings suggest that differences in physical activity levels between youth with and without disabilities are complex. Results indicated that youth without disabilities engaged in higher levels of physical activity of moderate to vigorous intensity (g = 0.66, SE = 0.18, p <.05). However, no differences were found in light-intensity physical activity (g = −0.03, SE = 0.16, p >.85). Results also suggested that the differences in physical activity between youth with and without disabilities were affected by age (<12 yr, g = 0.83, SE = 0.24, 95% CI [0.37, 1.29], p <.05, and >13 yr, g = 0.37, SE = 0.10, 95% CI [0.18, 0.57], p <.05; Q value = 3.20, df = 1, p <.05), with children with disabilities engaging in less physical activity than children without disabilities in younger ages. Differences in physical activity level between youth with and without disabilities are functions of intensity of physical activity and age but may not be of type of disability (Q value = 0.22, df = 1, p >.6). [ABSTRACT FROM AUTHOR]