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Article: Physical activity levels of children in special schools

TitlePhysical activity levels of children in special schools
Authors
KeywordsChildren with disabilities
Lesson context
PE lessons
Play
Recess
SOFIT observation
Teacher behavior
Issue Date2007
PublisherAcademic Press. The Journal's web site is located at http://www.elsevier.com/locate/ypmed
Citation
Preventive Medicine, 2007, v. 45 n. 6, p. 424-431 How to Cite?
AbstractObjective.: Children's physical activity (PA) has been studied extensively, but little information is available on those with disabilities. We sought to examine the PA of children with disabilities during physical education (PE) and recess while simultaneously documenting environmental conditions. Method.: Five schools designed for students with four types of special needs (physical disability, mild intellectual disability, hearing impairment, and visual impairment) participated. We used the System for Observing Fitness Instruction Time (SOFIT) to code the PA of children in grades 4 to 6 during both PE and recess and to document teacher behavior and lesson context in PE. Observations were conducted during 2 school days over a 2-week period. Results.: Children accrued little moderate-to-vigorous physical activity (MVPA) during PE (7.8 min) and recess (8.9 min). Activity levels varied across disability types, with differences attributed to lesson context and teacher behavior. Children with physical disabilities were the least active during both PE and recess. Conclusions.: Children with disabilities accrue little PA at school. Increased PE frequency and lesson intensity, more PA opportunities during non-structured school time, and collaborations with home and community agencies are needed to reach PA recommendations. © 2007 Elsevier Inc. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/87951
ISSN
2015 Impact Factor: 2.893
2015 SCImago Journal Rankings: 1.621
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorSit, CHPen_HK
dc.contributor.authorMcManus, Aen_HK
dc.contributor.authorMcKenzie, TLen_HK
dc.contributor.authorLian, Jen_HK
dc.date.accessioned2010-09-06T09:36:31Z-
dc.date.available2010-09-06T09:36:31Z-
dc.date.issued2007en_HK
dc.identifier.citationPreventive Medicine, 2007, v. 45 n. 6, p. 424-431en_HK
dc.identifier.issn0091-7435en_HK
dc.identifier.urihttp://hdl.handle.net/10722/87951-
dc.description.abstractObjective.: Children's physical activity (PA) has been studied extensively, but little information is available on those with disabilities. We sought to examine the PA of children with disabilities during physical education (PE) and recess while simultaneously documenting environmental conditions. Method.: Five schools designed for students with four types of special needs (physical disability, mild intellectual disability, hearing impairment, and visual impairment) participated. We used the System for Observing Fitness Instruction Time (SOFIT) to code the PA of children in grades 4 to 6 during both PE and recess and to document teacher behavior and lesson context in PE. Observations were conducted during 2 school days over a 2-week period. Results.: Children accrued little moderate-to-vigorous physical activity (MVPA) during PE (7.8 min) and recess (8.9 min). Activity levels varied across disability types, with differences attributed to lesson context and teacher behavior. Children with physical disabilities were the least active during both PE and recess. Conclusions.: Children with disabilities accrue little PA at school. Increased PE frequency and lesson intensity, more PA opportunities during non-structured school time, and collaborations with home and community agencies are needed to reach PA recommendations. © 2007 Elsevier Inc. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherAcademic Press. The Journal's web site is located at http://www.elsevier.com/locate/ypmeden_HK
dc.relation.ispartofPreventive Medicineen_HK
dc.subjectChildren with disabilitiesen_HK
dc.subjectLesson contexten_HK
dc.subjectPE lessonsen_HK
dc.subjectPlayen_HK
dc.subjectRecessen_HK
dc.subjectSOFIT observationen_HK
dc.subjectTeacher behavioren_HK
dc.titlePhysical activity levels of children in special schoolsen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0091-7435&volume=45&spage=424&epage=431&date=2007&atitle=Physical+activity+levels+of+children+in+special+schoolsen_HK
dc.identifier.emailSit, CHP: sithp@hku.hken_HK
dc.identifier.emailMcManus, A: alimac@hku.hken_HK
dc.identifier.authoritySit, CHP=rp00957en_HK
dc.identifier.authorityMcManus, A=rp00936en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.ypmed.2007.02.003en_HK
dc.identifier.pmid17337044-
dc.identifier.scopuseid_2-s2.0-36649026912en_HK
dc.identifier.hkuros140563en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-36649026912&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume45en_HK
dc.identifier.issue6en_HK
dc.identifier.spage424en_HK
dc.identifier.epage431en_HK
dc.identifier.isiWOS:000252646000004-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridSit, CHP=6602768457en_HK
dc.identifier.scopusauthoridMcManus, A=7004635919en_HK
dc.identifier.scopusauthoridMcKenzie, TL=7006235265en_HK
dc.identifier.scopusauthoridLian, J=23025092300en_HK

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