The Feasibility and Benefits of a School-Based Running Program for Adolescents with Disabilities
Keywords:
Adolescents with disabilities, running program, school-based, feasibilityAbstract
The purpose of this study was to assess the feasibility of a 6-week school-based running program for adolescents with disabilities and measure the effects of the program. Twenty adolescents with disabilities participated in the study. Teachers were asked to implement the program and assess physiological and psychosocial measures following the program. The teachers were willing to implement the program, reported full compliance from the participants, and improvements in psychosocial and physiological measures. Additional investigation is warranted to understand the full effects of school-based programs in adolescents with disabilities.
References
Bass, C. K. (1985). Running Can Modify Classroom Behavior. Journal of Learning Disabilities, 18(3), 160–161. https://doi. org/10.1177/002221948501800311
Bellamy, J., Broderick, C., Hardy, L. L., Simar, D., Puusepp-Benazzouz, H., Ong, N., & Silove, N. (2020). Feasibility of a school-based exercise intervention for children with intellectual disability to reduce cardio-metabolic risk. Journal of Intellectual Disability Research : JIDR, 64(1), 7–17. https://doi.org/10.1111/jir.12690
Berktaş, N., Yanardağ, M., Yılmaz, I., Aras, Ö., Konukman, F., & Boyaci, A. (2011). The effects of inclusion class programmes on physical fitness for children with mental challenges. Developmental Neurorehabilitation, 14(6), 389–393. https://doi.org/10.3109/17518423.2011.623141
Einarsson, I. Ó., Ólafsson, Á., Hinriksdóttir, G., Jóhannsson, E., Daly, D., & Arngrímsson, S. Á. (2015). Differences in physical activity among youth with and without intellectual disability. Medicine and Science in Sports and Exercise, 47(2), 411–418. https://doi.org/10.1249/ MSS.0000000000000412
Ferreira, J. P., Ghiarone, T., Júnior, C. R. C., Furtado, G. E., Carvalho, H. M., Rodrigues, A. M., & Toscano, C. V. A. (2019). Effects of Physical Exercise on the Stereotyped Behavior of Children with Autism Spec- trum Disorders. Medicina (Kaunas, Lithuania), 55(10). https://doi. org/10.3390/medicina55100685
Gilboa, Y., & Fuchs, R. (2018). Participation Patterns of Preschool Children With Intellectual Developmental Disabilities. OTJR : Occupation, Participation and Health, 38(4), 261–268. https://doi. org/10.1177/1539449218766888
Haegele, J. A., Wilson, W. J., Zhu, X., Bueche, J. J., Brady, E., & Li, C. (2021). Barriers and facilitators to inclusion in integrated physical education: Adapted physical educators’ perspectives. European Physical Education Review, 27(2), 297–311. https://doi.org/10.1177/1356336X20944429
Halle, J. W., Silverman, N. A., & Regan, L. (1983). The effects of a data-based exercise program on physical fitness of retarded children. Education & Training of the Mentally Retarded, 18, 221–225.
Hinckson, E. A., & Curtis, A. (2013). Measuring physical activity in children and youth living with intellectual disabilities: A systematic review. Research in Developmental Disabilities, 34(1), 72–86. https://doi. org/10.1016/j.ridd.2012.07.022
Jung, J., Leung, W., Schram, B. M., & Yun, J. (2018). Meta-Analysis of Physical Activity Levels in Youth With and Without Disabilities. Adapted Physical Activity Quarterly : APAQ, 35(4), 381–402. https:// doi.org/10.1123/apaq.2017-0123
Kapsal, N. J., Dicke, T., Morin, A. J. S., Vasconcellos, D., Maïano, C., Lee, J., & Lonsdale, C. (2019). Effects of Physical Activity on the Physical and Psychosocial Health of Youth With Intellectual Disabilities: A Systematic Review and Meta-Analysis. Journal of Physical Activity & Health, 16(12), 1187–1195. https://doi.org/10.1123/jpah.2018-0675
Kline, G. M., Porcari, J. P., Hintermeister, R., Freedson, P. S., Ward, A., McCarron, R. F., Ross, J., & Rippe, J. M. (1987). Estimation of VO2max from a one-mile track walk, gender, age, and body weight. Medicine and Science in Sports and Exercise, 19(3), 253–259.
Lirgg, C., Gorman, D., Merrie, M., & Shewmake, C. (2017). Exploring Challenges in Teaching Physical Education to Students With Disabilities. PALAESTRA, 31(2), 13–18. CINAHL Complete.
Mazzoli, E., Salmon, J., Pesce, C., Teo, W.-P., Rinehart, N., May, T., & Barnett, L. M. (2021). Effects of classroom-based active breaks on cognition, sitting and on-task behaviour in children with intellectual disability: A pilot study. Journal of Intellectual Disability Research: JIDR, 65(5), 464–488. https://doi.org/10.1111/jir.12826
Nicholson, H., Kehle, T. J., Bray, M. A., & Van Heest, J. (2011). The effects of antecedent physical activity on the academic engagement of children with autism spectrum disorder. Psychology in the Schools, 48, 198–213. https://doi.org/10.1002/pits.20537
Oriel, K. N., George, C. L., Peckus, R., & Semon, A. (2011). The effects of aerobic exercise on academic engagement in young children with autism spectrum disorder. Pediatric Physical Therapy : The Official Publication of the Section on Pediatrics of the American Physical Therapy Association, 23(2), 187–193. https://doi.org/10.1097/PEP.0b013e318218f149
Pan, C.-Y., Liu, C.-W., Chung, I. C., & Hsu, P.J. (2015). Physical activity levels of adolescents with and without intellectual disabilities during physical education and recess. Research in Developmental Disabilities, 36, 579–586. https://doi.org/10.1016/j.ridd.2014.10.042
Queralt, A., Vicente-Ortiz, A., & Molina-García, J. (2016). The physical activity patterns of adolescents with intellectual disabilities: A descriptive study. Disability and Health Journal, 9(2), 341–345. https://doi. org/10.1016/j.dhjo.2015.09.005
Sansi, A., Nalbant, S., & Ozer, D. (2021). Effects of an Inclusive Physical Activity Program on the Motor Skills, Social Skills and Attitudes of Students with and without Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 51(7), 2254–2270. https://doi. org/10.1007/s10803-020-04693-z
Schmitz Olin, S., McFadden, B. A., Golem, D. L., Pellegrino, J. K., Walker, A. J., Sanders, D. J., & Arent, S. M. (2017). The effects of exercise dose on stereotypical behavior in children with autism. Medicine and Science in Sports and Exercise, 49(5), 983–990. https://doi.org/10.1249/ MSS.0000000000001197
Srinivasan, S. M., Pescatello, L. S., & Bhat, A. N. (2014). Current perspectives on physical activity and exercise recommendations for children and adolescents with autism spectrum disorders. Physical Therapy, 94(6), 875–889. https://doi.org/10.2522/ptj.20130157
Toscano, C. V. A., Carvalho, H. M., & Ferreira, J. P. (2018). Exercise effects for children with autism spectrum disorder: Metabolic health, autistic traits, and quality of life. Perceptual and Motor Skills, 125(1), 126–146. https://doi.org/10.1177/0031512517743823
Turner, L., Calvert, H. G., & Carlson, J. A. (2019). Supporting teachers’ implementation of classroom-based physical activity. Translational Journal of the American College of Sports Medicine, 4(17), 165–172.
Wallén, E. F., Müllersdorf, M., Christensson, K., & Marcus, C. (2013). A school-based intervention associated with improvements in car- diometabolic risk profiles in young people with intellectual disabili- ties. Journal of Intellectual Disabilities : JOID, 17(1), 38–50. https://doi. org/10.1177/1744629512472116
Watson, A., Timperio, A., Brown, H., Best, K., & Hesketh, K. D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: A systematic review and meta-analysis. The International Journal of Behavioral Nutrition and Physical Activity, 14(1), 114. https://doi.org/10.1186/s12966-017-0569-9
Zhao, M., & Chen, S. (2018). The Effects of Structured Physical Activity Program on Social Interaction and Communication for Children with Autism. BioMed Research International, 2018, 1825046. https://doi. org/10.1155/2018/1825046
Downloads
Published
Issue
Section
License
Sagamore Publishing LLC (hereinafter the “Copyright Owner”)
Journal Publishing Copyright Agreement for Authors
PLEASE REVIEW OUR POLICIES AND THE PUBLISHING AGREEMENT, AND INDICATE YOUR ACCEPTANCE OF THE TERMS BY CHECKING THE ‘AGREE TO THE TERMS OF THIS COPYRIGHT NOTICE’ CHECKBOX BELOW.
I understand that by submitting an article to PALAESTRA, I am granting the copyright to the article submitted for consideration for publication in PALAESTRA to the Copyright Owner. If after consideration of the Editor of the PALAESTRA, the article is not accepted for publication, all copyright covered under this agreement will be automatically returned to the Author(s).
THE PUBLISHING AGREEMENT
Assignment of Copyright
I hereby assign to the Copyright Owner the copyright in the manuscript I am submitting in this online procedure and any tables, illustrations or other material submitted for publication as part of the manuscript in all forms and media (whether now known or later developed), throughout the world, in all languages, for the full term of copyright, effective when the article is accepted for publication.
Reversion of Rights
Articles may sometimes be accepted for publication but later be rejected in the publication process, even in some cases after public posting in “Articles in Press” form, in which case all rights will revert to the Author.
Retention of Rights for Scholarly Purposes
I understand that I retain or am hereby granted the Retained Rights. The Retained Rights include the right to use the Preprint, Accepted Manuscript, and the Published Journal Article for Personal Use and Internal Institutional Use.
All journal material is under a 12 month embargo. Authors who would like to have their articles available as open access should contact Sagamore-Venture for further information.
In the case of the Accepted Manuscript and the Published Journal Article, the Retained Rights exclude Commercial Use, other than use by the author in a subsequent compilation of the author’s works or to extend the Article to book length form or re-use by the author of portions or excerpts in other works.
Published Journal Article: the author may share a link to the formal publication through the relevant DOI.
Author Representations
- The Article I have submitted to the journal for review is original, has been written by the stated author(s) and has not been published elsewhere.
- The Article was not submitted for review to another journal while under review by this journal and will not be submitted to any other journal.
- The Article contains no libelous or other unlawful statements and does not contain any materials that violate any personal or proprietary rights of any other person or entity.
- I have obtained written permission from copyright owners for any excerpts from copyrighted works that are included and have credited the sources in the Article.
- If the Article was prepared jointly with other authors, I have informed the co-author(s) of the terms of this Journal Publishing Agreement and that I am signing on their behalf as their agent, and I am authorized to do so.