Association between wearable device usage and engagement of strength activity among people with and without disabilities.

There is a lack of literature examining the engagement in strength activities of people with disabilities (PWD) using and not using wearable devices. The objectives of the current study were to determine the prevalence of strength activity engagement among wearable device users with disabilities, and to compare strength activity engagement between wearable device users and non-users with and without disabilities. Wearable device users and non-users with and without disabilities from eight states of the CDC's 2017 Behavioral Risk Factor Surveillance were included in the analysis. Linear regression was used to examine the association between wearable device use and disability status and the interaction term for frequency of strength activity per week, while logistic regression was used to determine the association between the two variables and the interaction term for strength activity engagement and meeting strength activity guidelines. 7055 wearable device users and non-users with and without disabilities were included in the analysis. No interaction effects were found between wearable device use and disability status. In unadjusted logistic regressions, wearable device users were more likely to engage in strength activity (OR = 1.16, 95% CI [1.16, 2.20]) and meet strength activity guidelines (OR = 1.50, 95% CI [1.07, 2.09]), whereas PWDs were less likely to engage in strength activity (OR = 0.57, 95% CI [0.44, 0.75]) and meet strength activity guidelines (OR = 0.72, 95% CI [0.53, 0.98]). The use of wearable devices could lead to engagement in strength activity. However, further research is needed to determine its effectiveness in PWD.

Wearable devices can be used to track physical activity and strength activity engagement.Wearable device users were more likely to engage in vigorous activity and meet the vigorous activity guidelines of two times per week to obtain health-related benefits.People with disabilities were less likely to engage in strength activity and less likely to meet the strength activity guidelines of two times per week.Further research is needed to determine the effectiveness of using wearable devices to promote engagement in strength activity and their use in rehabilitation settings.There is potential use of wearable devices in promoting strength activity engagement among people with disabilities and in rehabilitation setting, but there is a need to determine how people with disabilities use wearable devices in rehabilitation setting.

The relationships between motor skills and executive functions in children with and without autism spectrum disorder.

To date, information on associations between motor skills and executive functions (EF) in autistic children is limited. The purpose of this study was to compare motor skills and EF performance between autistic children and typically developing (TD) children and to examine the relationships between motor skills and EF in these two groups. Forty-eight autistic children and 48 TD children aged 6 to 12 years were recruited for this study. Motor skills were measured with the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). EF was assessed with the Stroop Color and Word Test, the Wisconsin Card Sorting Task (WCST), and the Test of Attentional Performance: Go/No-go test. Independent sample t-tests were used to compare the BOT-2 scores and EF measures between autistic children and TD children. Pearson product-moment correlation and regressions were conducted to assess the relationships between the BOT-2 scores and the EF measures for each group. Results showed that autistic children scored significantly lower than TD children on all four BOT-2 composite scores and a total motor composite. Autistic children also demonstrated significantly lower levels of performance on all EF measures than TD children. Further, autistic children showed more significant associations between motor skills and EF than TD children, particularly pronounced in the domains of fine manual control and manual coordination to cognitive flexibility, as well as manual coordination and inhibitory control. Continued development of motor skills and EF in autistic children is important. The relationships between motor skills and EF were significant among autistic children, suggesting future research on promoting EF through motor skill interventions in autistic children is required.

Comparison of Participation in Strength Activity Among People With and Without Disabilities: 2013-2017 Behavioral Risk Factor Surveillance System.

BACKGROUND: The current physical activity guidelines recommend engagement in strength activities at least 2 days per week. Currently, there is a lack of literature examining strength activities among people with disabilities. The purpose of this study is to estimate and compare the prevalence of engagement in strength activities and adherence to strength activity guidelines among adults with and without disabilities in the United States. METHODS: A total of 1,005,644 adults (18-80 y old) with and without disabilities from the 2013 to 2017 Behavioral Risk Factor Surveillance System were included in this secondary data analysis. Descriptive analyses were performed to describe the prevalence of strength activity behaviors of adults with and without disabilities. Logistic and Poisson regression models were performed to evaluate the relative contribution of disability status on strength activity behaviors. RESULTS: A higher proportion of participants without disabilities (46.42%, 95% CI, 46.18-46.65) reported engaging in strength activities compared with participants with disabilities (30.68%, 95% CI, 30.29-31.08; P < .01). Participants with disabilities were less likely to engage in strength activities (odds ratio = 0.51, 95% CI, 0.50-0.52; adjusted odds ratio = 0.75, 95% CI, 0.73-0.77) and meet strength activity guidelines (odds ratio = 0.56, 95% CI, 0.54-0.57; adjusted odds ratio = 0.75, 95% CI, 0.73-0.77) than participants without disabilities. CONCLUSION: Experiencing a disability is associated with lower engagement in strength activities; thus, it is important to identify effective and efficient approaches to promoting strength activities among people with disabilities.

Association between motor skills and executive function of children with autism spectrum disorder in Taiwan and the United States.

Objective: The purpose of this study was to examine the relationship between parent ratings of motor skills and executive function (EF) in children with autism spectrum disorder (ASD) in the United States and Taiwan. Materials and method: One hundred and seventy-two parents/legal guardians of children (4-6 years and 11 months old) with ASD were recruited from two countries, Taiwan (n = 100) and the United States (n = 72). The parents or guardians of the child with ASD completed a questionnaire including demographic information, child's motor skills (using Children Activity Scale - Parents, ChAS-P), and child's EF (using Childhood Executive Functioning Inventory, CHEXI). A series of hierarchical multiple regressions were conducted to determine whether ChAS-P (total motor score, fine motor skills, and gross motor skill) was associated with CHEXI (total EF score, working memory, and inhibition), after controlling for covariates (i.e., age, gender, race, body mass index, whether children received physical activity or cognitive training, parental education level). Results: Total motor skills, fine motor skills, and gross motor skills were significantly associated with EF in both working memory and inhibition as rated by parents in both countries (ß = 0.21-0.57, p < 0.01), with the exception of a non-significant association between parent-rated total motor skills, fine motor skills, and gross motor skills, and inhibition among Taiwanese children with ASD. In addition, the associations between parent ratings of motor skills (i.e., fine motor and gross motor skills) and EF (i.e., working memory and inhibition) were similar between the two countries. Conclusion: Positive associations with specific aspects of parent ratings of fine motor and gross motor skills and working memory and inhibition were found in children with ASD from both countries. These findings have implications for future interventions and programs focused on improving early motor skills and EF development for young children with ASD from Taiwan and the United States.

The Effect of Physical Activity Interventions on Executive Function Among People with Neurodevelopmental Disorders: A Meta-Analysis.

The current meta-analysis comprehensively examined the effects of physical activity interventions on executive function among people with neurodevelopmental disorders. The meta-analysis included 34 studies with 1058 participants aged 5-33 years. Results indicated an overall significant medium effect of physical activity interventions on improving executive function in people with neurodevelopmental disorders under the random-effect model (Hedges' g = 0.56, p < .001). Significant moderators of the effects of physical activity intervention on executive function included age, intervention length and session time, executive function subdomains, and intervention dose (total minutes in the intervention). This meta-analysis provides support for the effectiveness of physical activity interventions on executive function among people with neurodevelopmental disorders. Future studies and limitations are discussed.

A meta-analysis of Fitbit devices: same company, different models, different validity evidence.

Fitbit devices are among the most commonly used physical activity devices used by the general public. Multiple studies have examined the validity evidence of Fitbit devices of estimating energy expenditure during physical activity compared to criterion references. However, the literature lacks objective, summary validity evidence that supports the use of various models of Fitbit devices. Therefore, this study aims (a) to examine the validity evidence among the various models of Fitbit devices and (b) to investigate the influence of several device factors on the validity evidence of Fitbit models using meta-analysis. A total of 402 articles were identified through five databases. Upon review of the articles, 29 studies were included in the meta-analysis. Seven different moderator variables, including Fitbit model, device placement, type of device, heart rate capability, release year of devices, activity types and sedentary activity, were identified and included in the meta-analysis to examine their impact on the validity evidence of Fitbit devices. The summarised validity coefficient of energy expenditure during physical activity estimated by Fitbit devices and measured by criterion references was r=.64 (k = 29, 95% CI [.59, .69], p<.001). Fitbit model was not found to be a significant factor impacting validity evidence of Fitbit devices, but heart rate capability, activity types and sedentary activity were found to be significant factors impacting validity evidence. This study found that not all Fitbit models have a similar ability in estimating energy expenditure during physical activity. Continued research is needed in examining the validity evidence of Fitbit devices, especially considering some factors may affect the validity evidence in measuring energy expenditure during physical activity.

Effects of Physical Exercise Intervention on Motor Skills and Executive Functions in Children With ADHD: A Pilot Study.

OBJECTIVE: This study examined the effect of a 12-week table tennis exercise on motor skills and executive functions in children with ADHD. METHOD: Fifteen children with ADHD received the intervention, whereas 15 children with ADHD and 30 typically developing children did not. The Test of Gross Motor Development-2, Stroop, and Wisconsin Card Sorting Test (WCST) were conducted before and after the intervention. RESULTS: After the intervention, the ADHD training group scored significantly higher in the locomotor as well as object-control skills, Stroop Color-Word condition, and WCST total correct performance compared with the ADHD non-training group, and we noted improvements in the locomotor as well as object-control skills, Stroop Color-Word condition, and three aspects of the WCST performances of the ADHD training group over time. CONCLUSION: A 12-week table tennis exercise may have clinical relevance in motor skills and executive functions of children with ADHD.

The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder.

This study examined the effects of a 12-week physical activity intervention on the motor skill proficiency and executive function of 22 boys (aged 9.08 ± 1.75 years) with autism spectrum disorder. In Phase I of the 12 weeks, 11 boys with autism spectrum disorder (Group A) received the intervention, whereas the other 11 boys with autism spectrum disorder (Group B) did not (true control, no intervention). The arrangement was reversed in Phase II, which lasted an additional 12 weeks. The Bruininks-Oseretsky Test of Motor Proficiency, Second Edition, and the Wisconsin Card Sorting Test were conducted three times for each participant (Group A, primary grouping: baseline (T1), post-assessment (T2), and follow-up assessment (T3); Group B, control grouping: T1-T2; intervention condition, T2-T3). The main findings were that both groups of children with autism spectrum disorder significantly exhibited improvements in motor skill proficiency (the total motor composite and two motor-area composites) and executive function (three indices of the Wisconsin Card Sorting Test) after 12 weeks of physical activity intervention. In addition, the effectiveness appeared to have been sustained for at least 12 weeks in Group A. The findings provide supporting evidence that physical activity interventions involving table tennis training may be a viable therapeutic option for treating children with autism spectrum disorder.

Effects of Physical Activity Intervention on Motor Proficiency and Physical Fitness in Children With ADHD: An Exploratory Study.

OBJECTIVE: This study explored how a 12-week simulated developmental horse-riding program (SDHRP) combined with fitness training influenced the motor proficiency and physical fitness of children with ADHD. METHOD: Twelve children with ADHD received the intervention, whereas 12 children with ADHD and 24 typically developing (TD) children did not. The fitness levels and motor skills of the participants were assessed using standardized tests before and after the 12-week training program. RESULTS: Significant improvements were observed in the motor proficiency, cardiovascular fitness, and flexibility of the ADHD training group following the intervention. CONCLUSION: Children with ADHD exhibit low levels of motor proficiency and cardiovascular fitness; thus, using the combined 12-week SDHRP and fitness training positively affected children with ADHD.

Objectively Measured Physical Activity and Health-Related Physical Fitness in Secondary School-Aged Male Students With Autism Spectrum Disorders.

BACKGROUND: Recent evidence suggests that childhood obesity is increasing in children with typical development (TD) and in children with autism spectrum disorders (ASD). The associations between physical activity (PA) levels and physical fitness components have not yet been objectively examined in this population but may have clinical implications for the development of secondary health complications. OBJECTIVE: The aims of this study were: (1) to compare PA and physical fitness between secondary school-aged male students with ASD and their peers with TD and (2) to assess possible interrelationships between PA and physical fitness levels in each group. DESIGN: This was a cross-sectional study. METHODS: Physical activity was recorded every 10 seconds by using accelerometry in 70 male students with (n=35) and without (n=35) ASD for up to 5 weekdays and 2 weekend days. The Brockport Physical Fitness Test was used to assess physical fitness. RESULTS: The primary findings were: (1) participants with ASD were less physically active overall and engaged in moderate-to-vigorous PA for a lower percentage of time compared with participants with TD during weekdays; (2) participants with ASD had significantly lower scores on all physical fitness measures, except body composition; and (3) group-dependent relationships existed between physical fitness profiles and PA levels. LIMITATIONS: The study design limits causal inference from the results. CONCLUSION: Specific interventions for maximizing PA and physical fitness levels in secondary school-aged male students with ASD are urgently needed.