Combined Virtual-Reality- and Gym-Based Physical Activity Intervention for Children With a Developmental Disability: Effects on Physical Activity Levels, Motor Skills, and Social Skills.

This study examined the effects of a combined virtual-reality- and gym-based physical activity (PA) program on PA levels, motor skills, and social skills of children with a developmental disability (DD). Twenty-five children with DD were randomly assigned to experimental and control groups. The intervention was conducted for 60 min, two times a week, for 12 weeks. Pre- and postintervention assessments encompassing PA levels measured via Gravity Estimator of Normal Everyday Activity, motor skills evaluated using the Test of Gross Motor Development-Third Edition, and social skills gauged via the Social Skills Rating System-Parent were conducted. Additionally, a follow-up assessment was administered to the experimental group 12 weeks postintervention. The findings unequivocally demonstrate that the combined virtual-reality- and gym-based PA program yielded significant enhancements in PA levels, motor skills, and social skills among children with DD in the experimental group. Notably, these improvements were sustained 12 weeks after the intervention. These findings may help professionals develop and implement better PA programs for children with DD.

The effect of a virtual reality exergame on motor skills and physical activity levels of children with a developmental disability.

BACKGROUND: It is well documented that regular physical activity (PA) participation improves physical functions of children with a developmental disability (DD). Researchers have begun to pay attention to virtual reality (VR) based PA programs, but there is a lack of research evidence. AIM: We aimed to examine the effect of a VR-based PA program on motor skills and PA levels in children with DD. METHODS AND PROCEDURES: Twenty-three children with DD were randomly assigned to an experimental and a control group. The intervention was conducted for 24 sessions, 40 min each, and twice a week. Each participant rode a stationary bike with a cadence sensor wearing a VR headset. TGMD-3 and a GENEActiv accelerometer were used to measure motor skills and PA levels one week before and after the intervention. OUTCOMES AND RESULTS: Children in the experimental group showed a significant increase in locomotor skills. Ball skills also increased but did not have significant differences. For PA levels, both groups did not have significant increase after the intervention. CONCLUSIONS AND IMPLICATIONS: A VR-based PA program was effective in improving locomotor skills among children with DD. To significantly change ball skills and PA levels of children with DD, VR-based PA program mixed with reality-based PA program is probably necessary.

Creative Intercorporeality in Collaborative Work of Choreographers with and without Disabilities: A Grounded Theory Approach.

The purpose of this study was to present an academic discourse on a theoretical framework and acceptance process of 'creative intercorporeality' in the collaborative work of choreographers with and without disabilities. To this end, a grounded theory approach using a qualitative research method was employed to dancers who have participated in collaborative choreography. This study employed the perspective of social cognitive theory about the process in which dancers with and without disabilities form emotional empathy and trust relationships through continuous interactions for creative work. Physical, emotional, cognitive, and behavioral empathy and interactions in the collaborative work of choreographers with and without disabilities were discussed as a process of forming 'creative intercorporeality' that is defined as creative attitude and perspective consisting of harmony, concurrency, consistency, and balance.

Understanding parental physical activity support in parents of children with developmental disabilities across two different countries.

BACKGROUND: It remains unclear if there is a difference between parental physical activity (PA) support in parents of children with developmental disabilities (DDs) and parental PA support in parents of children without DDs across countries. AIMS: The purposes of the current study were to examine parental PA support in parents of children with and without DDs from the United States and South Korea and to examine their parental PA support mechanism based on the theory of planned behavior (TPB). METHODS AND PROCEDURES: An online survey was used to measure demographic information, parental PA support, and four constructs of TPB in parents with and without DDs in the two countries (n = 277). One-way analysis of variance was used to compare parental PA support and the TPB constructs among the participants. Two separate path analyses were performed to examine associations between the TPB constructs and parental PA support in American parents of children with and without disabilities and South Korean parents of children with and without disabilities. OUTCOMES AND RESULTS: Parental PA support was significantly higher in American parents of children with DDs than in South Korean parents of children with DDs. Intention was significantly associated with parental PA support, and attitude was the strongest predictor for intention in both pathway models. CONCLUSIONS AND IMPLICATIONS: The difference in parental PA support between American parents of children with DDs and South Korean parents of children with DDs may exist. TPB-based intervention may be necessary in order to increase low parental PA support in South Korean parents of children with DDs.

Age-Group Differences in Body Mass Index, Weight, and Height in Adults With Down Syndrome and Adults With Intellectual Disability From the United States.

The authors examined if body mass index (BMI), weight, and height across age groups differ between adults with Down syndrome (DS) and adults with intellectual disability but without DS. They conducted secondary analyses of cross-sectional data from 45,803 individuals from the United States from 2009 to 2014 of the National Core Indicators Adult Consumer Survey across five age groups: 18-29, 30-39, 40-49, 50-59, and 60+ years. For both men and women with DS, BMI and weight increased between the 18- to 29- and the 30- to 39-year age groups and decreased thereafter. For both men and women with intellectual disability, BMI and weight increased between the 18- to 29- and the 30- to 39-year age groups, stayed about the same until the 50- to 59-year age group, and decreased thereafter. Height demonstrated a small but significant decrease with older age in all groups. These cross-sectional comparisons indicate that BMI and weight may start decreasing at a younger age in adults with DS than in adults with intellectual disability.

Predictors of perceived health in adults with an intellectual disability.

BACKGROUND: The effects of Intellectual disability (ID) levels, body mass index (BMI) categories, and other factors on perceived health status of adults with ID are not well-known. AIMS: We aimed to examine: (a) the relationship between perceived health and level of intellectual function; (b) the influence of different BMI categories on a perceived health; and (c) the effect of the modifiable behavioral factors on perceived health. METHODS AND PROCEDURES: We examined the aims using data from the 2013-2014 Adult Consumer Survey of the National Core Indicator. We extracted demographic (e.g. age, BMI) and modifiable behavior-related variables (e.g. physical activity participation, having a job) and used logistic regression models to analyze the relationships. OUTCOMES AND RESULTS: Logistic regressions showed that more severe ID level is associated with worse perceived health, but when other variables related to personal and behavioral characteristics were accounted for, this relationship was no longer significant. Obese adults with ID had worse perceived health than those with normal weight; this effect remained significant even after considering other variables. Those in the overweight category did not differ in perceived health status from those of normal weight. The effects of all modifiable behaviors on perceived health were significant. CONCLUSIONS AND IMPLICATIONS: Health promotion programs for adults with ID may benefit by consideration of modifiable behaviors.

Physical Activity Promotion for Persons Experiencing Disability: The Importance of Interdisciplinary Research and Practice.

This paper examines the need for interdisciplinary knowledge in the formation of public health models for health-promoting physical activity (PA) for people experiencing disability. PA promotion for people experiencing disability is a multifaceted endeavor and requires navigating a multitude of complicated and interactive factors. Both disability and health are multifaceted constructs and the relationship between PA and health is embedded within a complicated web of interactive influences. PA promotion must consider interacting biological and psychosocial factors within the person and in the sociopolitical environment. Models for research and practice need to evolve from value and belief systems that center on people experiencing disability without stigmatizing them. We argue that interdisciplinary research and practice is needed in navigating the intricacies of PA promotion toward improving the health of people experiencing disability and facilitating inclusion, empowerment, and dignity.

Impact of enjoyment on physical activity and health among children with disabilities in schools.

BACKGROUND: Enjoyment in school-based physical activity (PA) programs, such as recess or physical education may be important for promoting children's health, but there is a lack of evidence explaining how enjoyment affects health in children with disabilities. HYPOTHESES: Enjoyment in school-based PA programs will positively influence general health through participating in more daily PA, and this relationship will vary between younger and older children with disabilities. METHODS: We conducted secondary analysis of data from the 2012 National Youth Fitness Survey. The sample included 241 children with disabilities (age 5-15 years; 129 boys and 112 girls) identified using three criteria: (a) having an impairment, health problem and mobility limitations; (b) needing special equipment; or (c) receiving special education services. Variables extracted were the number of days per week participating for at least 60 min in PA a day; general perceived health; enjoyment in school recess (for ages 5-11 y) or physical education (for ages 12-15 y). Mediation analysis was conducted to test the research hypotheses. RESULTS: Daily PA participation significantly mediated the relationship between enjoyment in physical education/recess and general health. Children who enjoyed physical education or recess more participated in PA, and those who spent more days being physical active were healthier than their counterparts. However, this mediating relationship, when divided by age groups, was shown for only older group (ages 12-15 y) that received physical education. CONCLUSIONS: Physical educators should provide enjoyable PA opportunities during physical education classes for students with disabilities for promoting their health.

Three frameworks to predict physical activity behavior in middle school inclusive physical education: a multilevel analysis.

The purpose of this study was to examine three frameworks, (a) process-product, (b) student mediation, and (c) classroom ecology, to understand physical activity (PA) behavior of adolescents with and without disabilities in middle school inclusive physical education (PE). A total of 13 physical educators teaching inclusive PE and their 503 students, including 22 students with different disabilities, participated in this study. A series of multilevel regression analyses indicated that physical educators' teaching behavior and students' implementation intentions play important roles in promoting the students' PA in middle school inclusive PE settings when gender, disability, lesson content, instructional model, and class location are considered simultaneously. The findings suggest that the ecological framework should be considered to effectively promote PA of adolescents with and without disabilities in middle school PE classes.