Physical Educators' Qualifications and Instructional Practices Toward Students With Disabilities.

The purposes of this study were (a) to investigate the prevalence of physical educators who report delivering high-quality instructional practices to students with disabilities and (b) to examine the relationships between teachers' qualifications and the delivery of high-quality instructional practices. A secondary analysis using data from the School Health Policy and Practice Study 2014 data set was employed. The analytic sample included 256 physical educators who taught students with disabilities. Prevalence estimates of physical educators who reported using high-quality instructional practices were calculated. Two separate binary logistic regressions using weighted data were conducted to evaluate the relative contribution of (a) teacher qualifications and (b) educational degrees in accounting for differences in the use of high-quality instructional practices. Less than half of the sample reported using high-quality instructional practices. Considering the increasing prevalence of students with disabilities in general education classrooms, teacher education programs should prioritize providing teacher candidates with coursework that aligns with the expectations of physical educators who teach students with disabilities.

The Effect of Different Intervention Approaches on Gross Motor Outcomes of Children With Autism Spectrum Disorder: A Meta-Analysis.

Despite the rising interest in intervention for children with autism spectrum disorder, the extent to which interventions are effective on gross motor outcomes is currently unknown. The purpose of this study was to analyze the effect of different intervention approaches on gross motor outcomes among children with autism spectrum disorder using meta-analysis. A total of 18 studies met the inclusion criteria for quantitative analysis. Pre- and posttest means and SDs were extracted to calculate effect sizes. Potential moderator variables were chosen based on important intervention characteristics. The results suggest that interventions have a large effect on gross motor outcomes among children with autism spectrum disorder (δ = 0.99, SE = 0.19, p < .001, 95% confidence interval [0.62, 1.36]). The interventions that were 16 total hours or longer had a significantly larger effect than those less than 16 hr. In addition, the interventions in experimental settings had significantly larger effects than the interventions in practical settings. Future interventions should consider intensity, including not only the duration of the intervention but also the intensity in which specific intervention goals are targeted.

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.

Factors associated with validity of consumer-oriented wearable physical activity trackers: a meta-analysis.

The purposes of this study were to examine (1) the strength of the criterion validity evidence of various consumer-oriented wearable physical activity trackers, (2) the influence of brands of consumer-oriented wearable physical activity on validity evidence and (3) factors that may contribute to differences in the strength of the criterion validity evidence. A total of 589 articles were identified through four databases. Pairs of researchers reviewed the articles to determine eligibility. A total of 29 studies with 96 validity coefficients were included in the meta-analysis. Five different moderators, including the brands of physical activity trackers, placement of devices, type of activities (ambulatory vs. lifestyle activities), population, and release year, were analysed to examine which factors impact the validity evidence. The summarised validity coefficient between activity trackers and energy expenditure ranged from r = .41 to r = .91. Moderator analyses revealed that the brand, placement of the device, and population significantly impact the magnitude of the validity evidence, while the type of activity and release year of the devices do not. Device brand, population, andplacement are each factor that significantly affects the validity coefficientsbetween consumer-oriented wearable physical activity trackers. Efforts should be made to improve the accuracy of these devices to maintain the credibility of the research and the trust of consumers.

A meta-analysis of the effect of adapted physical activity service-learning programs on college student attitudes toward people with disabilities.

AIM: The purposes of this study were to examine the effect of service learning on changes in college student attitudes toward disability and identify potential factors to improve the quality of service learning using meta-analysis. METHOD: A total of 1984 potential studies were identified through 6 different databases and 14 studies met the necessary criteria for quantitative analysis. Effect sizes were estimated as Hedges' g using random effects, and heterogeneity among effect sizes was assessed with Q and I2 statistics. RESULTS: The overall effect size was positive but small (δ = .41, SE = .05, 95% CI [.33, .50], p < 0.05). Additionally, the results confirmed that different programs have different levels of impact on the student attitudes toward disability (Q = 25.71, p < 0.05, I2 = 45.54). Service-learning programs that were part of a course requirement, on-campus, included a lecture component, and emphasized teacher-centered goals had smaller impacts than programs that were voluntary, off-campus, did not include lecture, and emphasized the achievement of common goals. CONCLUSION: The present analysis suggests that different service-learning programs have different effects, and factors like requirement status and type of involvement may lead to greater changes in attitudes toward disability.IMPLICATIONS FOR REHABILITATIONAdapted physical activity service learning has positive, yet small, effects on college student attitudes toward disability.Service-learning practitioners should aim to increase autonomy within service learning by providing multiple choices and opportunities to college students, such as a variety of practicum types, locations, and disability populations to choose from.Service-learning practitioners should encourage the development of common goals between college students and people with disabilities and integrate shared activities that are familiar to both groups in order to promote optimal contact conditions and enhance attitude change.Programs that intend to change attitudes toward people with disabilities should incorporate strategies specifically designed to target attitude change.

Influence of Neighborhood Environment on Physical Activity Participation among Children with Autism Spectrum Disorder.

Despite the positive influence of environmental factors on physical activity (PA) levels of children, further investigation is necessary when considering the unique characteristics of children with autism spectrum disorder (ASD). The purpose of this study was to examine the relationship between neighborhood environment factors and PA among children with ASD by examining the extent to which (a) the built environment, (b) neighborhood safety, and (c) neighborhood support contributes to PA. A secondary data analysis using the 2016 and 2017 combined dataset of the National Survey of Children's Health was used. The total sample included 14,944 children between the ages of 6-17 years; of this, a sample of 494 children had a parent-reported diagnosis of ASD. Multivariate logistic regressions were conducted to explore the unique influences of the above three neighborhood environment factors on PA engagement. Among children with and without ASD, an association was found between feeling safe and engaging in PA, that is, the odds of engaging in PA are greater among children who were safe in their neighborhoods than children who were not in safe neighborhoods. Surprisingly, other neighborhood factors do not have a significant relationship with PA participation among children with ASD at this time. Future studies should consider how to incorporate the support of others and feeling of safety into the neighborhood along with how to improve accessibility of the built environment in order to increase PA for children with ASD. LAY SUMMARY: The results of this study showed that neighborhood factors influence physical activity (PA) among children with ASD differently compared to their peers without ASD. Children with ASD who live in safe neighborhoods are more likely to engage in PA, while other neighborhood factors, such as playgrounds and support, are not associated with an increased likelihood of engaging in PA at this time. Efforts should be made to improve neighborhood accessibility and design in order to increase PA among children with ASD.

Physical activity guideline compliance among a national sample of children with various developmental disabilities.

BACKGROUND: Researchers have reported relatively low estimates of physical activity among children with various developmental disabilities. However, there are inconsistencies within these reports due to methodological issues. OBJECTIVE: The goals of this study were to estimate the prevalence of meeting national physical activity guidelines among children with various developmental disabilities and examine the relative influence of different disability descriptors on meeting the guidelines. METHODS: A sample of 3,010 U.S. children between the ages of 6 and 17 years with parent-reported diagnoses of autism spectrum disorder, cerebral palsy, Down syndrome, developmental disability, and/or intellectual disability was drawn from the combined 2016 and 2017 datasets of the National Survey of Children's Health. Multivariate logistic regression analyses explored the unique contributions of multiple child characteristics and disability descriptors, such as diagnosis type, severity, complexity, and functionality, toward meeting physical activity guidelines and compared the likelihood of meeting guidelines between children with these diagnoses. RESULTS: The results of this study reveal that the majority of children with developmental disabilities are not achieving adequate levels of daily physical activity, with only 19% of the study sample engaging in 60 min of physical activity daily. Child age and functionality were significant predictors of meeting physical activity guidelines among children within the sample. CONCLUSIONS: The findings of this study highlight the potentially limiting view of physical activity participation when diagnosis type is considered alone and demonstrate the importance of considering function and other individual factors as significant predictors of physical activity among children with disabilities.

Physical Activity Participation of Disabled Children: A Systematic Review of Conceptual and Methodological Approaches in Health Research.

Physical activity (PA) participation is widely recognized as a critical component of health and development for disabled and non-disabled children. Emergent literature reflects a paradigm shift in the conceptualization of childhood PA as a multi-dimensional construct, encompassing aspects of physical performance, and self-perceived engagement. However, ambiguity remains around how participation as a health construct is integrated into PA research. The primary objective of the present mini-review is to critically examine current conceptual and methodological approaches to evaluating PA participation among disabled children. We conducted a systematic review of contemporary literature (published between 2000 and 2016). Seventeen articles met inclusion criteria, and their research approach was classified into guiding framework, definition of the key construct, and measurement used. The primary guiding framework was the international classification of functioning, disability and health. An explicit definition of PA participation was absent from all studies. Eight studies (47%) operationalized PA and participation as independent constructs. Measurements included traditional performance-based aspects of PA (frequency, duration, and intensity), and alternative participation measures (subjective perception of involvement, inclusion, or enjoyment). Approximately 64% of included articles were published in the past 2 years (2014-2016) indicating a rising interest in the topic of PA participation. Drawing from the broader discussion of participation in the literature, we offer a working definition of PA participation as it pertains to active, health-associated behaviors. Further description of alternative approaches to framing and measuring PA participation are offered to support effective assessment of health status among disabled children.