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
2011 Impact Factor: 1.487
2011 SCImago Journal Rankings: 0.072
ISI Accession Number IDWOS:000257960500004
ReferencesReferences in Scopus
DC Field
Value
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
2011 Impact Factor: 1.487
2011 SCImago Journal Rankings: 0.072
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
Author Affiliations
  1. San Diego State University
  2. The University of Hong Kong