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Article: Activity levels during physical education and recess in two special schools for children with mild intellectual disabilities
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TitleActivity levels during physical education and recess in two special schools for children with mild intellectual disabilities
 
AuthorsSit, CHP
McKenzie, TL1
Lian, JMG2
McManus, A2
 
Issue Date2008
 
PublisherHuman Kinetics
 
CitationAdapted Physical Activity Quarterly, 2008, v. 25 n. 3, p. 247-259 [How to Cite?]
 
AbstractThis study compared physical education (PE) and recess in two markedly different special schools for children with mild intellectual disabilities; one school had a reputation for focusing on sports (High Sport Focus-HSF) and the other did not (Low Sport Focus-LSF). Data were collected in 24 PE classes and 48 recess periods using a validated observation system. During both PE and recess, HSF students engaged in physical activity (PA) at greater intensity levels, but LSF students accrued more total activity min. Differences in PA during PE between the schools were associated with both lesson context and teacher behavior. The results suggest written (e.g., scheduling) and unwritten policies within schools affect children's activity levels. © 2008 Human Kinetics, Inc.
 
ISSN0736-5829
2012 Impact Factor: 1.125
2012 SCImago Journal Rankings: 0.747
 
ISI Accession Number IDWOS:000257960500004
 
ReferencesReferences in Scopus
 
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dc.contributor.authorSit, CHP
 
dc.contributor.authorMcKenzie, TL
 
dc.contributor.authorLian, JMG
 
dc.contributor.authorMcManus, A
 
dc.date.accessioned2010-05-31T04:03:45Z
 
dc.date.available2010-05-31T04:03:45Z
 
dc.date.issued2008
 
dc.description.abstractThis study compared physical education (PE) and recess in two markedly different special schools for children with mild intellectual disabilities; one school had a reputation for focusing on sports (High Sport Focus-HSF) and the other did not (Low Sport Focus-LSF). Data were collected in 24 PE classes and 48 recess periods using a validated observation system. During both PE and recess, HSF students engaged in physical activity (PA) at greater intensity levels, but LSF students accrued more total activity min. Differences in PA during PE between the schools were associated with both lesson context and teacher behavior. The results suggest written (e.g., scheduling) and unwritten policies within schools affect children's activity levels. © 2008 Human Kinetics, Inc.
 
dc.description.natureLink_to_subscribed_fulltext
 
dc.identifier.citationAdapted Physical Activity Quarterly, 2008, v. 25 n. 3, p. 247-259 [How to Cite?]
 
dc.identifier.epage259
 
dc.identifier.hkuros143809
 
dc.identifier.isiWOS:000257960500004
 
dc.identifier.issn0736-5829
2012 Impact Factor: 1.125
2012 SCImago Journal Rankings: 0.747
 
dc.identifier.issue3
 
dc.identifier.openurl
 
dc.identifier.pmid18765864
 
dc.identifier.scopuseid_2-s2.0-53549114170
 
dc.identifier.spage247
 
dc.identifier.urihttp://hdl.handle.net/10722/60108
 
dc.identifier.volume25
 
dc.languageeng
 
dc.publisherHuman Kinetics
 
dc.publisher.placeUnited States
 
dc.relation.ispartofAdapted Physical Activity Quarterly
 
dc.relation.referencesReferences in Scopus
 
dc.titleActivity levels during physical education and recess in two special schools for children with mild intellectual disabilities
 
dc.typeArticle
 
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Author Affiliations
  1. San Diego State University
  2. The University of Hong Kong