Physical activity among Hong Kong children with disabilities: contextual characteristics of special school environments

Abstract

Purpose: To document children’s physical activity (PA) in both structured and unstructured settings and examine modifiable contextual variables (Study 1); and to determine the impact of innovative electronic game on children’s activity levels at school (Study 2). Methods: Participants were children with five disability types in 10 special schools (Study 1), and children with mild intellectual disabilities in 3 special schools (Study 2). Children’s observed PA was examined using a validated observation tool (SOPARC) in structured (physical education, PE) and unstructured (recess, lunch, and before and after school) settings at school. Contextual characteristics of the activity areas (i.e., accessibility, usability, provision of supervision, organized activities, and equipment) were also assessed. Results: Study 1: Children engaged in greater amounts of MVPA in unstructured than structured settings. They were more active during recess and lunch periods than other settings including PE. Areas were generally usable, but frequently less accessible, supervised, or equipped. Children were more active in the activity areas when supervision and organized activities were provided. Study 2: Children did not increase energy expenditure in unstructured settings over baseline, indicating minimal effects of interactive electronic game on children’s activity accrual in the open school environments during free play. Conclusions: Children’s activity accrual is influenced by potentially modifiable contextual characteristics of the school environments. Meanwhile providing limited numbers of interactive electronic games as prompts for PA does not work well in the open school environments. A more sophisticated intervention design might help promote children’s active behavior at school.