Download or read book Exploring the Physical Activity Levels of Students with Mental Retardation and Students Without Disabilities in Both School and After school Environments written by John Thomas Foley and published by . This book was released on 2005 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this research was to gain an understanding of physical activity in elementary school-aged children with mental retardation (MR). The primary purpose of the first study was to investigate physical activity levels of children with and without MR in both school and out of school environments. The secondary purpose of the first study was to determine if there is a relationship between physical activity and motor skills in children with MR. Physical activity levels of 9 children with MR and 37 without were recorded over 7 days using an accelerometer. Motor skills were assessed using the Movement Assessment Battery for Children. Physical activity levels for children with MR were significantly lower during the school day. Children without MR were 53% more active during recess and 133% more active during physical education than children with MR. The disparity in physical activity continued outside of school where children without MR were 52% more active after school and 33% more active on the weekend than children with MR. There were no significant correlations between physical activity times and motor skills in either group. These findings indicate that interventions to increase physical activity in individuals with MR should to begin in the elementary school years. The primary purpose of the second study was to investigate if children with MR spend more time watching TV or on the computer than children without disabilities. The secondary purpose of study was to determine if total screen time correlates with physical activity levels. Parents of the participants recorded TV time and computer time over four days. Physical activity levels of the children were recorded with accelerometers. There was no difference in TV time or computer time in children with MR and children without MR. The correlation between after school physical activity and screen time was moderate in children with MR (r=.69 and low for children without MR (r=-.32). These results of this research suggest that there might be different patterns in the development of sedentary behaviors between children with and without MR, indicating that unique interventions may be needed for individuals with MR.
Download or read book Handbook of Special Education written by James M. Kauffman and published by Routledge. This book was released on 2011-05-15 with total page 807 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education is now an established part of public education in the United States—by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this 13-part, 57-chapter handbook is to help profile and bring greater clarity to this sprawling and growing field. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. Key features include: Comprehensive Coverage—Fifty-seven chapters cover all aspects of special education in the United States including cultural and international comparisons. Issues & Trends—In addition to synthesizing empirical findings and providing a critical analysis of the status and direction of current research, chapter authors discuss issues related to practice and reflect on trends in thinking. Categorical Chapters—In order to provide a comprehensive and comparative treatment of the twelve categorical chapters in section IV, chapter authors were asked to follow a consistent outline: Definition, Causal Factors, Identification, Behavioral Characteristics, Assessment, Educational Programming, and Trends and Issues. Expertise—Edited by two of the most accomplished scholars in special education, chapter authors include a carefully chosen mixture of established and rising young stars in the field. This book is an appropriate reference volume for anyone (researchers, scholars, graduate students, practitioners, policy makers, and parents) interested in the state of special education today: its research base, current issues and practices, and future trends. It is also appropriate as a textbook for graduate level courses in special education.
Download or read book Educating the Student Body written by Committee on Physical Activity and Physical Education in the School Environment and published by National Academies Press. This book was released on 2013-11-13 with total page 503 pages. Available in PDF, EPUB and Kindle. Book excerpt: Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Download or read book Adapted Physical Activity Quarterly written by and published by . This book was released on 2008 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Case Study Investigation of the Physical Activity Levels of Disabled Students at a Small Missoula Montana Middle School written by Chelsea Marie Bond and published by . This book was released on 2009 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introduction: One of the major goals for the nation, described in the Surgeon General's Report Healthy People 2010, is to promote the health of people with disabilities, prevent secondary conditions, and eliminate disparities between people with and without disabilities in the U.S. population (World Health Organization, 1997). Children with disabilities have lower physical activity participation rates, lower levels of fitness, and more frequent participation restrictions in comparison to non-disabled students (Murphy, N., Carbone, P., 2008). Unfortunately, there have been limited studies that assess the activity levels of disabled children and their long-term health conditions as a result of their inactive lifestyles (Fernhall, B., Pitetti, K., Rimmer, J., McCubbin, J., Rintala, P., Millar, A., Kettredge, J., & Burkett, L., 1996). Purpose: The purpose of this study is to provide a more accurate picture of physical activity levels of disabled, middle school children, and to describe the challenges and barriers related to increased physical activity for this population. Methods: This study utilized a qualitative case study research design. Both primary and secondary (existing) sources of data were used to explore the issues surrounding physical activity for children with disabilities. Primary data included focus groups with parents and children, key informant interviews with teachers and the school principle, field observation of children, and review of existing research and records. Results: A comparison of secondary data from two University of Montana studies revealed that disabled students had a higher rate of physical activity during the weekdays (1077.7) than their non-disabled peers (883.9); however, non-disabled students were more physically active during the weekends (884.2) than their disabled peers (821.3). Analysis of data from primary sources revealed conflicting perceptions regarding physical activity levels. Parents of disabled children believed their children were less active than their nondisabled peers, while school personnel believed that disabled and nondisabled children's activity levels were similar. Major barriers to increasing activity included: lack of playground equipment, child's lack of interest in physically activity, parents are not physically active with their child, lack of communication between the school staff and parents, and the parent's and school personnel's contrasting perception of children's level of physical activity. Conclusions: The results of this study reveal that activity levels for disabled children and their non-disabled counterparts were similar. While disabled students were slightly more active during the school week, levels of activity in both groups, disabled and not-disabled, were relatively low. Thus, it appears that there is a need for increasing activity levels in both groups.
Download or read book Physical Activity for Individuals with Mental Retardation written by Carl B. Eichstaedt and published by Human Kinetics Publishers. This book was released on 1992 with total page 484 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a movement-oriented text which covers the life span of people with mental disabilities - from early childhood and immediate post-school to adulthood and the senior years. Readers will discover the characteristics and unique needs of individuals with mental disabilities. They will also become familiar with methodologies for facilitating fitness and movement competencies.
Download or read book Physical Activity Levels of Students with Mental Retardation and Students Without Disabilities written by Jennifer Faison Hodge and published by . This book was released on 2001 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research Quarterly for Exercise and Sport written by and published by . This book was released on 2009 with total page 1006 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Physical Activity and Learning After School written by Paula J. Schwanenflugel and published by Guilford Publications. This book was released on 2017-11-14 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every school day, more than 10 million children attend after-school programs in the United States. This book provides a research-based blueprint for offering students in grades 1-5 innovative programming that combines intensive physical activity and social–emotional skills development with academic enrichment in reading, mathematics, and social studies. Presented is an integrative approach that has been developed and tested to meet the needs of all students, including those in high-poverty schools. The volume includes explicit guidance for setting up a program, implementing cognitively engaging physical games and learning activities, working effectively with mixed-age groups, and monitoring outcomes. Reproducible forms and lesson plans can be downloaded and printed in a convenient 8 1/2" x 11" size.
Download or read book National Health and Nutrition Examination Survey written by Lori Gene Borrud and published by . This book was released on 2014 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 840 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Inclusive Physical Activities written by Alexandre J. S. Morin and published by IAP. This book was released on 2017-03-01 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing numbers of children and adolescents internationally are being diagnosed with secondary health problems (e.g., overweight-obesity, diabetes, asthma, anxiety, etc.) due in part, or at least related to, a lack of physical activity. Children and adolescents with various forms of special needs (for example, children and adolescents with physical or intellectual disabilities, children and adolescents from disadvantaged social backgrounds and children and adolescents with chronic illnesses) seem to be particularly at risk for secondary health problems, which in the end limit their social participation and inclusion, as well as their ability to achieve their full potential and to lead happy and fulfilling lives. For these children and adolescents, involvement in regular physical activities (including fitness activities and sports) may have far reaching benefits. For instance, organized physical activities are known to represent an effective vehicle for interventions for children and adolescents with special needs who do not seem to benefit as much as others from more traditional, verbal-oriented approaches. Organized physical activities (in or out of school) further provide these children and adolescents with opportunities to interact in a positive manner with prosocial peers and adults who may serve as positive role models for them. There is currently a paucity of research about physical activities that effectively include children and adolescents with a range of special needs or research that identifies evidence-based strategies that seed success in maximizing the involvement in, and the positive biopsychosocial outcomes associated with, the practice of physical activity. This dearth of research is impeding progress in addressing the biopsychosocial disadvantage that these children and adolescents encounter, the development of new solutions for enabling full potential, and ensuring that children and adolescents with special needs not only succeed, but also flourish in life. This volume includes examples of theory, research, policy, and practice that will advance our understanding of how best to encourage these children and adolescents to participate regularly in physical activity, how to maximize the biopsychosocial benefits of involvement in physical activities, and how to ensure that these physical activities are inclusive for children and adolescents with special needs. The focus will be placed on research-derived physical activity practices that seed success for children and adolescents with special needs, and new directions in theory, research, and practice that have implications for enhancing physical activity practices with at-risk children and adolescents. The themes covered in this volume include: - Strategies to maximise participation of children and adolescents with special needs in physical activity as a global priority; - Strategies to maximise the social inclusion of children and adolescents with special needs in general physical activities; - Effective physical education strategies to enhance biopsychosocial outcomes for children and adolescents with special needs; - Advancing the practice of educators and coaches to cultivate the social inclusion and participation in physical activity of children and adolescents with special needs; and - Challenging the meaning and implementation of inclusive practices in physical education globally.
Download or read book Physical Activity Levels of Students with and Without a Disability in Inclusive and Self Contained Physical Education written by Kristin B. Sweeney and published by . This book was released on 2006 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: As obesity rates of children and adolescents rise within the United States, physical activity becomes increasingly important for adolescents with and without a disability. As the trend toward increased obesity rates in adolescents continues, there are similiar increases in the percentage of children being educated in inclusive settings. The purpose of this study was to examine the impact of inclusinve and self contained physical education on the physical activity levels of students with and without a disability. Twenty-seven sixth grade students without a disability and 3 students with a disability participated in the study. The physical activity levels of the participants with and without a disability were assessed using the Actiwatch® accelerometers for one to two weeks during their inclusive or non-inclusive physical education classes. The participants' average physical activity levels were measured as the average movement counts per physical education class. The participants' average MVPA levels were assessed based on a previously determined cut-point to distinguish between sedentary-to-light and moderate-to-vigorous physical activity. The results of the ANCOVA comparing the physical activity levels of the participants without a disability indicated that there were no statistical differences between the two classes, F(1,24)= .36, p=.55, partial n2=.02. Also, there were no significant differences between MVPA levels of the participants in the inclusive and noninclusive physical education classes, F(1,24) = .24, p = .63, partial n2=.01. Visual analysis of differences in physical activity levels of students with a disability during inclusive and self contained classes indicated no clear trends in MVPA levels of the participants. However, the level of physical activity appears to be related to the size of the gymnasium where the participants had their physical education classes. The result could also be related to many factors including the teacher behavior of each of the three observed physical educators, class context components, the class environment, the lesson focus during each observed class, and instructional assistance available to keep the students with a disability "on task" during the activity chosen for each class. This study contributes information about the physical activity behavior of adolescents with and without a disability in inclusive and self contained physical education. Future research needs to examine what variables in inclusive and self contained physical education contribute to increased physical activity levels in students with a disability. In addition, future research is needed to determine whether female average physical activity levels in physical education can be altered through different motivational programs targeted to their population.
Download or read book Physical Activity and Student Learning written by Tara Stevens and published by Routledge. This book was released on 2019-06-13 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discussions of physical activity in schools often focus on health-related outcomes, but there is also evidence for its integral role in academic achievement, cognition, and psychological adjustment. Written by a scientist-practitioner, Physical Activity and Student Learning explores the effects of physical activity within the broader context of educational psychology research and theory and brings the topic to a wider audience. With chapters on positive school behavior, executive function, and interventions, this concise volume is designed for any educational psychology or general education course that includes physical activity in the curriculum. This book establishes physical activity as an important part of all learning—not just physical education and recess—and will be indispensable for student researchers and both pre- and in-service teachers alike.
Download or read book Enjoyment and Physical Activity Levels of Students with and Without Disabilities in Physical Education written by ZáNean Dondalynn McClain and published by . This book was released on 2009 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: School Physical Education programs provide key opportunities to promote lifetime physical activity (PA) to students, while at the same time students can build a sense of enjoyment. The purpose of this study first sought to determine the effects of varying instructional approaches on the enjoyment and PA levels of students participating in Physical Education and second, of students with disabilities participating in those same classes during the health-related fitness portion of middle school lessons. One hundred and twenty-two students (four with a disability) participated in the study. The teachers implemented four different instructional conditions to their classes which consisted of (a) traditional calisthenics-style fitness with no active supervision, (b) fitness routines with no active supervision, (c) fitness routines with active supervision, and (d) fitness routines with active supervision and music. The conditions were rotated on a random basis with the succeeding lesson. The participants' perceived enjoyment levels were assessed using a one question 6-point Likert type scale completed daily at the conclusion of the fitness activities. PA levels were assessed using Walk4Life pedometers (percent of time spent in activity), while the four students with disabilities were assessed using SOFIT's student activity level categories during time allocated for fitness instruction. The results of the repeated measures ANOVA showed significant differences on enjoyment level between groups, (F[2.26, 121] = 10.44, p = .001, partial [eta] 2 = .08). To follow up the Bonferoni pairwise comparisons indicated during lessons that included fitness routines with music and teachers actively supervising students, higher enjoyment of physical fitness activities were exhibited by students. Furthermore, students' PA level results were significantly lower during the baseline sessions, compared to all intervention conditions (F[3, 121] = 4.90, p = .05, partial [eta]2 = .04). Visual analysis indicated no clear differences in enjoyment or MVPA levels of participants with a disability during time allocated for fitness instruction. Through implementing fitness routines (i.e., choices/options), students' PA levels are increased and their experience is more enjoyable. In addition, music and teachers' encouragement and support (i.e., how the teachers present and instruct the content), may entice students to continue participation in PA beyond school.
Download or read book A Guide for ensuring inclusion and equity in education written by UNESCO and published by UNESCO Publishing. This book was released on 2017-06-05 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Physical Activity in School Environment for Students with Mental Retardation written by Oi Yee Regine Ma and published by . This book was released on 2002 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
