Program evaluation of a virtual physical activity program for individuals with disabilities.

Introduction: Regular physical activity is important for positive health outcomes yet, most individuals do not meet physical activity guidelines. Recent studies show that one in five Canadians aged 15 or older have one or more disabilities, yet as a population, individuals with disabilities are 16%-62% less likely to meet physical activity guidelines. The COVID-19 pandemic created additional barriers to physical activity participation as lockdowns prevented in-person programming. In response to the pandemic, the Acadia University Sensory Motor Instructional Leadership Experience (S.M.I.L.E.) Program shifted its programming to a virtual platform; however, there was little research to guide its creation, implementation, or expected outcomes. Thus, this program evaluation explored program feasibility and impact on physical activity and physical literacy. Method: A mixed methods case study approach was used for this project. Virtual S.M.I.L.E. took place over eight weeks in the fall of 2020. Programming consisted of three live Zoom sessions facilitated by trained program leaders, and eight weeks of at-home activity guides for participants to complete on their own time. Demographic data, physical literacy (PLAYself), and physical activity (IPAQ-A) data were collected using caregiver pre-and post-programming surveys. Throughout programming, weekly check-in surveys were sent to reflect on the previous week of programming. After the eight weeks of programming were complete, caregiver and leader interviews were conducted to understand both program implementation and performance perspectives. Results: Results indicated that participants' (N = 15, Mage = 20.4 years) overall physical literacy and physical activity did not change; however, there was a decrease in the cognitive domain of physical literacy (p = 0.03). Caregiver and leader interviews highlighted five main themes following the virtual programming: (a) Virtual impact on programming; (b) Programming impact on social and motor goals; (c) Impact of program design; (d) Impact on physical activity; and (e) Program feasibility for families. Discussion: Results from this program evaluation suggest that physical literacy and physical activity levels were generally maintained throughout programming and caregivers indicated several social and activity benefits. Future work includes program modifications and further evaluation of virtual adapted physical activity programming to improve the physical literacy of individuals with disabilities.

30 Year Trends of Reduced Physical Fitness in Undergraduate Students Studying Human Movement.

The physical fitness of Canadian adults has decreased over the past 30 years, while sedentary time has increased. However, it is unknown if university students studying human movement exhibit similar population declines. Physical fitness (i.e., anthropometrics, musculoskeletal fitness, and aerobic fitness) and habitual activity (e.g., physical activity, stationary time, etc.) was measured in a cohort of kinesiology students (Post30; 2010-2016; n = 129 males, 224 females) using standardized fitness testing and accelerometry, respectively. Physical fitness was compared to data collected on a cohort of students from the same institution and program, 30 years prior (i.e., Pre, 1984-1987, n = 103 males, 73 females). Post30 had greater waist circumference (males: 83.6 ± 9.1 cm vs. 77.8 ± 8.3 cm, females: 77.1 ± 9.7 cm vs. 70.3 ± 5.2 cm, both p < 0.001) and lower estimated maximal aerobic fitness (males: 55 ± 11 vs. 63 ± 7, females: 45 ± 10 vs. 50 ± 7 mLO2/kg/min, both, p < 0.001). Compared to Pre, male Post30 vertical jump (53.6 ± 10.2 vs. 57.0 ± 8.4 cm, p = 0.04) and female Post30 broad jump (178.7 ± 22.1 vs. 186.0 ± 15.5 cm, p < 0.001) were lower. A subsample (n = 65) of Post30 whose habitual activity was assessed, met the aerobic portion of Canadian physical activity guidelines (~400 min/week), but spent excessive amounts of time stationary (10.7 h/day). Current kinesiology students may not be immune to population decreases in physical fitness. Relative to previous group of students interested in movement, fitness was lower in our sample, potentially attributed to excessive stationary time. Regular assessment of physical fitness in kinesiology curriculums may be valuable to understand these declining trends in undergraduate students that mimic population declines in fitness.

The manual wheelchair wheelie: a review of our current understanding of an important motor skill.

PURPOSE: To review the current understanding of the manual wheelchair wheelie. METHOD: Review of the literature. RESULTS: A rear wheelchair wheelie occurs when the front wheels, ordinarily in contact with the support surface, are intentionally caused, by means of a transient or sustainable rear pitch, to lift from the surface while the rear wheels remain on the surface. Pitch control (partial or full) is the foundation of many wheelchair skills (e.g., negotiating thresholds, potholes, curbs, steep inclines and gravel). Yet, most wheelchair users never learn to perform this valuable skill. Wheelie capability is affected by the characteristics of the clinician, the wheelchair user, the wheelchair and the environment. Although our understanding of wheelie biomechanics and training methods is evolving, much remains to be learned. Three recent wheelchair developments have wheelie-related implications: a new type of rear anti-tip device (Arc-RAD) that permits wheelie-like function, pushrim-activated power-assisted wheelchairs (PAPAWs) that make wheelie-dependent skills more dangerous and difficult, and a powered wheelchair that has robotic wheelie capabilities (the IBOT). CONCLUSIONS: Improvements in our understanding of the nature of wheelies, formalization of training protocols and innovations in wheelchair design hold promise for improved activities and participation by wheelchair users.