Academic learning time in physical education (ALT-PE) during an adapted tennis program for children with autism spectrum disorders.

As the prevalence of autism spectrum disorder (ASD) increases, there is a growing need to develop physical activity interventions that address the behavioral challenges experienced by individuals with ASD. Physical education teachers have employed behavioral supports that add more structure and adapt the environment for individuals with ASD, which are associated with increased engagement for individuals with ASD during PE. The purpose of this study was to quantify motor engaged behaviors (i.e. motor appropriate (MA)), motor inappropriate (MI), motor supported (MS) during skill practice in 18 individuals with ASD (ages 7-19 years) participating in an adapted tennis program (ACEing Autism) using the Academic Learning Time in Physical Education (ALT-PE) instrument. Overall, the supports provided during the program may have enabled participants with ASD to spend more time in MA and MS than MI. Indeed, the participants spent over 50% of their time in MA during the program.

Sex differences in the end-state comfort effect in pre-adolescent children.

There has been recent interest in the developmental trajectory of the end-state comfort effect (ESCE) in young children. However, potential sex differences have yet to be examined in the overturned glass task. We examined the ESCE using this task in a large sample (N=232) of typically-developing elementary school children (111 girls, 121 boys) in grades 1-5 (approximately 7-11years old). We sought to determine whether there were similarities or differences in performance between boys and girls. Children picked up an overturned drinking glass from a table, turned the glass upright, and then poured water into it from a measuring cup. Three trials were performed, and the use of an initial awkward thumb-down grip to pick up the glass was taken as evidence for the ESCE. There were non-significant main effects for sex and grade, but a significant interaction between factors. Boys increased in sensitivity to end-state comfort across the five grades while girls showed a decrease from grades 1-3, followed by an increase between grades 3 and 5. Taken together, the results indicate the presence of adult-like motor planning for the overturned glass task by the 4th grade (i.e., age 10), but also suggest the presence of a motor reorganization in girls, at around the 2nd or 3rd grade (i.e., 8 or 9years of age).

A Sport Education Fitness Season's Impact on Students' Fitness Levels, Knowledge, and In-Class Physical Activity.

PURPOSE: The purpose of this study was to determine the extent to which a sport education season of fitness could provide students with recommended levels of in-class moderate-to-vigorous physical activity (MVPA) while also increasing students' fitness knowledge and fitness achievement. METHOD: One hundred and sixty-six 5th-grade students (76 boys, 90 girls) participated in a 20-lesson season called "CrossFit Challenge" during a 4-week period. The Progressive Aerobic Cardiovascular Endurance Run, push-ups, and curl-ups tests of the FITNESSGRAM® were used to assess fitness at pretest and posttest, while fitness knowledge was assessed through a validated, grade-appropriate test of health-related fitness knowledge (HRF). Physical activity was measured with Actigraph GT3X triaxial accelerometers. RESULTS: Results indicated a significant time effect for all fitness tests and the knowledge test. Across the entire season, the students spent an average of 54.5% of lesson time engaged in MVPA, irrespective of the type of lesson (instruction, free practice, or competition). CONCLUSIONS: The results suggest that configuring the key principles of sport education within a unit of fitness is an efficient model for providing students with the opportunity to improve fitness skill and HRF knowledge while attaining recommended levels of MVPA.