Children with Physical Disabilities at School and Home: Physical Activity and Contextual Characteristics

Associations Between Perceived Social Support, Perceived Competence, and Physical Activity in Hong Kong Children With Disabilities During the COVID-19 Pandemic

This study aimed to examine the associations between perceived social support, perceived competence, and physical activity in children with physical and intellectual disabilities during the COVID-19 pandemic. During the third wave of the pandemic in Hong Kong (i.e., July through December 2020), 291 participants age 6-17 years from 27 special schools were included. After controlling for demographic variables, the total variance explained by perceived social support and perceived competence was 24%, F(2, 240) = 12.42, p < .001, with perceived competence having a stronger association with physical activity (β = 0.29, p < .001) than perceived social support (β = 0.07, p = .22). This study highlights two key facilitators for shaping physical activity involvement among children with disabilities during the COVID-19 pandemic.

Opportunities for Participation: A Mapping Review of Inclusive Physical Activity for Youth With Disabilities

INTRODUCTION

The purpose of this review is to map the literature regarding group-based inclusive and adapted physical activity opportunities for youth with disabilities, and to identify gaps in that literature.

METHODS

A comprehensive search was completed across 5 electronic databases. Inclusion criteria were for any study type with youth ages 3 to 21 years who participated in any adapted group-based physical activity program, or their caregivers.

RESULTS

A total of 30 studies were included from 13 countries, consisting of more than 15 types of physical activity. Levels of evidence ranged from 2b to 4 as per the Oxford Centre for Evidence-Based Medicine Levels of Evidence system.

CONCLUSIONS

A small but growing body of evidence exists regarding group-based inclusive and adapted physical activity. A dearth of evidence exists for rurally residing programs and programs that include children with severe disabilities.

An observation system to assess physical activity of children with developmental disabilities and delays in preschool

BACKGROUND

Physical activity (PA) behaviors during preschool settings can influence the health and development of children with developmental disabilities (DD). There is a need for a direct observation system that simultaneously assesses PA and preschool environmental contexts.

OBJECTIVE

The purpose of this study was to develop an observation instrument for measuring PA and related contextual factors of preschoolers with DD, and to establish content validity and reliability.

METHODS

Content validity was established through consultation with experts, informal observations in inclusive and special education preschools, and literature reviews. Categories and codes were identified and modified from existing observational systems for young children. Reliability was assessed in a convenience sample of preschool children with DD using a cross-sectional design. Data were collected using a momentary time sampling system (5-sec observe, 25-sec record) following a focal child. Inter-rater reliability was assessed during 20% of the observation sessions.

RESULTS

The instrument development process resulted in ten coding categories that accounted for PA levels, types, and social and physical environmental contexts relevant to preschoolers with disabilities. Observers completed 137.5 observation sessions, yielding 5498 30-s observation intervals. Interval-by-interval percent agreement was excellent (91%-100%) and kappa values were high (0.82-0.99).

CONCLUSIONS

The instrument was found to be a reliable measure of PA of preschoolers with DD and provided important contextual information about PA behaviors in early childhood special education settings. Additionally, it allowed for the simultaneous measurement of specific types and contexts of PA behaviors of preschoolers with DD and will be useful for describing PA and informing future interventions.

Physical Activity of Children with Visual Impairments during Different Segments of the School Day

Schools provide opportunities for children with visual impairments (VI) to accumulate recommended daily moderate-to-vigorous-intensity physical activity (MVPA). This study aimed to determine physical activity (PA) across the school day among special school children with VI in China. The study objectively measured the MVPA levels of children with VI during the recess, lunchtime, physical education (PE) classes, before-school, and after-school periods segments on PE days and non-PE days. Moreover, this research compared the gender, age, and body mass index (BMI) differences in MVPA during each segment. A total of 70 children with VI aged 7–17 years (mean age = 13.7; SD = 3.4) from the special school participated in this study. Accelerometers were utilized to measure the MVPA of children with VI. The participants with VI accumulated significantly more MVPA time on PE days than on non-PE days. Before-school periods and structured PE classes showed higher percentages of MVPA time than recess, lunch break, and after-school periods during the school day. Children with VI aged 7–12 years old were significantly more physically active than those aged 13–17 years old during recess, lunch break, and after-school periods. In conclusion, PA interventions during structured PE classes are recommended. Special attention should be provided to children with VI as they grow up to increase their MVPA.

Physical Activity of Children with Physical Disabilities: Associations with Environmental and Behavioral Variables at Home and School

The purpose of this study was to examine the physical activity (PA) of children with physical disabilities (PD) and its associated environmental and behavioral factors at home and at school. One hundred and forty-seven Hong Kong children (mean age = 13.5 ± 2.5 years) with PD from three special schools participated. We used BEACHES (Behaviors of Eating and Activity for Children's Health: Evaluation System) to assess their PA and associated variables at home (before dinner) and during four school settings (before classes, recess, lunch breaks, after classes) on four school days. Overall, the children were typically inactive and spent little time in moderate-to-vigorous physical activity (MVPA), range = 6.3% to 17.0% across settings. At home, children were more active when fathers were present (p < 0.001). At school, prompts to be active contributed to their MVPA% before classes (p < 0.01) and during recess and lunch breaks (both p < 0.001). The presence of a child's mother was positively associated with MVPA% before classes (p < 0.001) and the presence of other children was associated with MVPA% during recess and lunch breaks (both p < 0.05). With children with PD accruing small amounts of MVPA in both home and school settings, multifaceted interventions reflecting both contextual and personal factors should be considered in order to increase the health-enhancing PA of this population.