TY - JOUR
T1 - Physical activity and play behaviours in children and young people with intellectual disabilities: A cross-sectional observational study
AU - Boddy, L.M.
AU - Downs, S.J.
AU - Knowles, Z.R.
AU - Fairclough, Stuart J.
PY - 2015/3/30
Y1 - 2015/3/30
N2 - The benefits of physical activity and active play for children and young people are well
established. However, there is a lack of physical activity research involving children and
young people with intellectual disabilities. This study investigated habitual physical activity
and recess play behaviour in 70 5- to 15-year-old participants with intellectual
disabilities using objective methods (accelerometers) and systematic observation techniques.
Results showed that few children were active enough to benefit their physical
health (23% of the cohort). No differences in habitual physical activity, sedentary behaviour,
or recess play behaviours were observed between boys and girls. Participants
spent most of their recess time alone or playing in small groups, with no participants
engaging in large group play. Older participants spent more recess time playing in small
groups rather than playing alone and participants with Autistic Spectrum Disorder spent
more time engaged in active pursuits and less time standing than non-Autism Spectrum
Disorder participants. Positive correlations were observed between time spent alone
and physical activity. These findings contrast with those typically observed in a mainstream school setting. In conclusion, interventions designed from formative
research are needed to promote physical activity within this population. Implications
for school psychologists are discussed.
AB - The benefits of physical activity and active play for children and young people are well
established. However, there is a lack of physical activity research involving children and
young people with intellectual disabilities. This study investigated habitual physical activity
and recess play behaviour in 70 5- to 15-year-old participants with intellectual
disabilities using objective methods (accelerometers) and systematic observation techniques.
Results showed that few children were active enough to benefit their physical
health (23% of the cohort). No differences in habitual physical activity, sedentary behaviour,
or recess play behaviours were observed between boys and girls. Participants
spent most of their recess time alone or playing in small groups, with no participants
engaging in large group play. Older participants spent more recess time playing in small
groups rather than playing alone and participants with Autistic Spectrum Disorder spent
more time engaged in active pursuits and less time standing than non-Autism Spectrum
Disorder participants. Positive correlations were observed between time spent alone
and physical activity. These findings contrast with those typically observed in a mainstream school setting. In conclusion, interventions designed from formative
research are needed to promote physical activity within this population. Implications
for school psychologists are discussed.
U2 - 10.1177/0143034314564242
DO - 10.1177/0143034314564242
M3 - Article (journal)
SN - 1461-7374
VL - 36
SP - 154
EP - 171
JO - School Psychology International
JF - School Psychology International
IS - 2
ER -