Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6848757 | Research in Developmental Disabilities | 2015 | 8 Pages |
Abstract
To compare physical activity levels in adolescents with and without intellectual disabilities during physical education and recess. Forty adolescents diagnosed with intellectual disabilities (inclusive classrooms, n = 20; self-contained classrooms, n = 20) and 40 age-matched typically developing peers (general classrooms) participated. All participants wore an Actigraph GT1M accelerometer for 5 consecutive weekdays during school hours. Three groups of adolescents were similarly active during physical education; however, adolescents with intellectual disabilities in self-contained classrooms were less active during recess than did the other two groups. In addition, they spent less percentage of time in moderate-to-vigorous physical activity during recess than did the typically developing adolescents. An inclusive, structured, and supportive environment promotes physical activity engagement in adolescents with intellectual disabilities.
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Authors
Chien-Yu Pan, Chin-Wen Liu, I Chiao Chung, Po-Jen Hsu,