Feasibility and Utility of a Fitbit Tracker Among Ambulatory Children and Youth With Disabilities.

PURPOSE: To examine the feasibility and utility of the Fitbit Charge HR to estimate physical activity among ambulatory children and youth with disabilities. METHOD: Participants (4-17 y old) with disabilities were recruited and asked to wear a Fitbit for 28 days. Feasibility was assessed as the number of participants who adhered to the 28-day protocol. Heat maps were generated to visually examine variability in step count by age, gender, and disability group. Between-group differences for wear time and step counts by age, gender, and disability type were assessed by independent sample t tests for gender and disability group, and a 1-way analysis of variance for age group. RESULTS: Participants (N = 157; median age = 10 y; 71% boys; 71% nonphysical disabilities) averaged 21 valid days of wear time. Wear time was higher in girls than boys (mean difference = 18.0; 95% confidence interval [CI], 6.8 to 29.1), and in preadolescents (mean difference = 27.6; 95% CI, 15.5 to 39.7) and adolescents (mean difference = -21.2; 95% CI, -33.6 to -8.7) than children. More daily steps were taken by boys than girls (mean difference = -1040; 95% CI, -1465 to -615) and individuals with a nonphysical disability than a physical disability (mean difference = -1120; 95% CI, -1474 to -765). The heat maps showed peaks in physical activity on weekdays before school, at recess, lunchtime, and after school. CONCLUSION: The Fitbit is a feasible tool for monitoring physical activity among ambulatory children and youth with disabilities and may be useful for population-level surveillance and intervention.

A program evaluation of an in-school daily physical activity initiative for children and youth.

BACKGROUND: The school system is one setting in which children's physical activity levels may be increased through daily physical activity (DPA) policies and initiatives. Adherence to DPA policies is typically poor and results are limited in regard to the associated benefits for participating children. Therefore, the purpose of this study was to evaluate a range of psychosocial outcomes following a community-led, in-school DPA initiative for 9-14 year old children and youth. METHODS: This program evaluation examined the impact of a DPA program consisting of 20 min of teacher-led DPA for 20 consecutive weeks. Student outcomes were measured using a questionnaire administered at three time points: baseline, mid-intervention, and post-intervention. A teacher questionnaire regarding program adherence and student behaviour was completed at post-intervention. Mixed effects models were used to test for intervention effects, with random intercepts for students, classes, and schools, as well as fixed effects for age and sex. Due to the large number of outcomes measured, we first conducted an omnibus test of the intervention effect followed by three exploratory analyses examining each outcome separately, associations between outcomes and program adherence, and results from the teacher survey. RESULTS: Thirty classes (N = 19 experimental) from 7 schools participated in the study, with a total of 362 children (n = 265 experimental). There was no significant overall effect of the intervention (z = 0.89, p = 0.38) and the exploratory analyses demonstrated significant differences only for self-esteem and subjective happiness, with the control group slightly increasing relative to the experimental group. Teacher-reported adherence to the program was poor with only 21% of teachers adhering to the program. There was no association between overall adherence and student reported outcomes; however, positive correlations were present between adherence and teacher-reported student behaviour. CONCLUSIONS: The DPA program evaluated here did not improve the psychosocial well-being of elementary school-aged children more than usual practices. However, adherence to the program was poor and it did not have a negative effect on the students. Future work is needed on how best to support DPA implementation in the context of the school day and how student well-being may be positively impacted through school-based physical activity. TRIAL REGISTRATION: Program Evaluation of an in-school Daily Physical Activity Initiative NCT03618927 , August 6, 2018. Retrospectively registered.

Autism spectrum disorder: family quality of life while waiting for intervention services.

PURPOSE: Families of children with autism spectrum disorder (ASD) often experience high levels of stress; it is important to investigate the family quality of life (FQOL) to understand how to serve the entire family, not just the child. The purpose of this investigation was to determine: (a) how families with a child with ASD view their overall FQOL and (b) what aspects of everyday life have the greatest influence on the FQOL? METHODS: A survey designed to asses FQOL was mailed to all families (n = 454) of children with ASD (0-18 years) waiting for government-funded services. Results from 151 surveys were examined (31 % response rate). Descriptive on all variables, ordinal logistic regression, and t tests were used to analyze the data. RESULTS: The most influential factors on FQOL were whether the child with ASD had a major health concern, whether the family's needs were met by disability-related services, and whether there were opportunities to engage in leisure and recreation activities. CONCLUSIONS: Families on waitlists experience challenges in FQOL influenced by the health of the family members; this is implicitly important for service agencies and providers. Future research should continue to explore how access to disability-related services impacts FQOL; and how these associations may be moderated by contextual factors such as socioeconomic status, health of child and family members, access and engagement in recreation, and severity of the child's needs.

School-Based Fundamental-Motor-Skill Intervention for Children With Autism-Like Characteristics: An Exploratory Study.

The purpose of this pilot study was to demonstrate the impact of a fundamental-motor-skill (FMS) intervention on the motor skills of 3- to 7-year-old children with autism-like characteristics in an early intervention classroom. A secondary purpose was to qualitatively assess the impact of the program as described by the classroom's special education teacher. All children in the classroom (N = 5) took part in an FMS intervention for two 6-wk blocks (fall 2013 and winter 2014). Motor-skill proficiency and social skills were assessed at 3 times: baseline, after Block 1 of the intervention, and after Block 2 of the intervention. In addition, an interview was conducted with the classroom teacher after Assessment 3 to draw further insights into the relative success and impact of the program. Results were analyzed through a visual analysis and presented individually. They indicated improvements in the participants' individual FMS and social-skill scores, possible improvements in declarative knowledge, and an increase in the special education teacher's readiness to teach FMS; further research with larger, controlled samples is warranted.

Long-term importance of fundamental motor skills: a 20-year follow-up study.

The purpose of this study was to investigate the potential long-term association of motor skill proficiency at 6 years of age and self-reported physical activity (PA) at age 26. Direct motor performance data were collected in 1991 with a follow-up study occurring in 1996, and then indirect questionnaires (self-report) administered in 2001 and 2011. In 2011, 17 participants who were identified as either having high motor proficiency (HMP) or low motor proficiency (LMP) in 1991 completed a series of 4 questionnaires. Analyses were conducted to determine whether there were differences between groups for motor skill proficiency, PA, or sedentary behavior, and whether these outcomes were related across ages. Motor skill proficiency at age 6 was related to self-reported proficiency at age 16 (r = .77, p = .006), and self-reported proficiency between 16 and 26 years (r = .85, p = .001). Motor skill proficiency at age 6 was positively associated with leisure time PA at age 26 in females and participants in the HMP group. The results may provide preliminary evidence about the importance of how early motor skill proficiency relates to long-term PA. More research with larger sample sizes is needed to investigate the importance of motor skills over time.

An Evaluation of the Sharing Dance Public School Program on Physical Literacy.

Introduction: Physical literacy (PL) is a multidimensional concept that includes the domains of movement competence, positive affect, social participation, and the confidence, motivation, and knowledge and understanding necessary for regular engagement in physical activity. The Sharing Dance Public School Program was created by Canada's National Ballet School specifically designed to promote PL through dance. The objective of this study was to evaluate the effectiveness of the program to improve PL in grade 4 to 6 children over the course of a school year. Methods: Children were initially recruited from two schools including an intervention and a control school. However, due to the COVID-19 pandemic, data collection was prematurely terminated which resulted in baseline and mid-point data from the intervention group only. As such, participants included 57 children (n = 28 females, Mage = 10.34 ± 0.85 years) that engaged in the dance program once per week for 50 minutes. Assessments of PL included a direct measure of movement competence (PLAYfun) and a self-report measure (survey) to assess the other domains of PL. Results: Significant improvements were found in movement competence. However, significant decreases were found for fun and enjoyment, confidence, and social participation. No changes were observed for knowledge and understanding or overall PL. Conclusions: Findings from the present study are encouraging as they provide initial evidence for the support of community-based PL programs, such as the Sharing Dance Public School Program, to help children develop their movement competence. Future research is needed to further evaluate the effectiveness of the Sharing Dance Public School Program over a school year, and when compared to a control group, as was initially intended.

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.

A cross-sectional study of Canadian children's valuation of literacies across social contexts.

Background: Children, on average, do not engage in sufficient physical activity to reap the physical, mental, and social health benefits. Understanding the value that children place on movement across social contexts, and the relative ranking of this valuation, may help us to understand and intervene on activity levels. Method: This exploratory study examined the valuation of reading/writing, math, and movement across three social contexts (school, home, with friends) among children 6-13 years of age (N = 7,845; 51.3% male). Subjective task values across contexts were assessed with the valuing literacies subscale of the PLAYself. One-way Kruskal-Wallis ANOVAs were performed to test for differences between contexts and between literacies, respectively. Results: Sex differences and age-related variation were explored. Valuations of reading/writing (d = 1.16) and math (d = 1.33) decreased across context (school > family > friend), while the valuation of movement was relatively stable (d = 0.26). Valuations differed substantially with friends (p < 0.001, d = 1.03). Sex dependent effect sizes were minimal (d = 0.05-0.11). Conclusions: Movement is highly valued by children across social contexts; thus, programming across contexts should be prioritized to align with their valuation.

Examining long-term motivational and behavioral outcomes of two physical activity interventions.

OBJECTIVE: To examine possible impacts of two theory-based interventions - "Enhancing quality of life through exercise: A tele-rehabilitation approach (TEQ) and Active Living Lifestyles for individuals with SCI who use Wheelchair (ALLWheel)" - 12-18 months post-intervention on the satisfaction of psychological needs and motivation for leisure-time physical activity (LTPA), LTPA participation, and participation experience. DESIGN: A mixed-methods follow-up study. SETTING: Community. PARTICIPANTS: Sixteen TEQ and six ALLWheel participants completed questionnaires and a semi-structured interview, 12-18 months after completing the interventions. INTERVENTION: TEQ intervention participants received a weekly LTPA counseling session with a trained kinesiologist through videoconferencing for 8 weeks. ALLWheel participants interacted with a peer mentor who provided LTPA counseling using smartphones for 10 weeks. OUTCOME MEASURES: The Psychological Need Satisfaction in Exercise, and the Treatment Self-Regulation Questionnaire were used as primary outcome measures. The LTPA barrier self-efficacy scale, the Measure of Experiential Aspects of Participation, and the 7-day LTPA Questionnaire for Adults with SCI were used as secondary outcome measures. A coding framework was created and deductive thematic analyses were used to analyze the qualitative data. RESULTS: Medium to large effects were found for autonomous motivation (TEQ), competence (TEQ and ALLWheel), and barrier self-efficacy (TEQ and ALLWheel). LTPA remained higher for the TEQ intervention group compared to the control group at follow-up, while an increase in moderate-to-vigorous LTPA was found in ALLWheel participants. CONCLUSION: Community-based tele-rehabilitation and virtual rehabilitation approaches, informed by theory, may assist adults with SCI in implementing LTPA over the long term.

Baseline behaviour moderates movement skill intervention outcomes among young children with autism spectrum disorder.

LAY ABSTRACT: It is common for children with autism spectrum disorder to experience delays in their movement skills. These skills are important for participation in play and physical activity. Previous research has found that movement skills can be improved with movement skill interventions. This study explored the behavioural factors of young children with autism spectrum disorder that make them most likely to improve their movement skills following a 12-week intervention. The study found that children with higher levels of adaptive behaviour and lower levels of emotional and behavioural challenges at the start of the intervention were more likely to have greater improvements in their movement skills following the intervention. These findings may help clinicians and caregivers plan which types of interventions are best suited for individual children with autism spectrum disorder.

Examining the Acute Effects of Classroom-Based Physical Activity Breaks on Executive Functioning in 11- to 14-Year-Old Children: Single and Additive Moderation Effects of Physical Fitness.

Objective: Research supports the efficacy of acute, classroom-based, physical activity breaks on executive functioning in children. However, research pertaining to the effect of physical fitness on the acute physical activity-executive functioning relationship remains limited. The primary purpose of this study was to investigate the acute effects of classroom-based, teacher-delivered, physical activity breaks on executive functioning in 11-14-year-old children. We also investigated the potential moderating effects of both aerobic and musculoskeletal fitness on the acute physical activity-executive functioning relationship. Method: Participants (N = 116) completed pre- and post-test assessments of executive functioning (i.e., inhibition, switching, and updating) separated by a classroom-based physical activity break or sedentary classroom work. We manipulated the dose (i.e., length) and type of physical activity breaks. With regards to dose, participants in the experimental conditions engaged in 5-, 10-, or 20-min of physical activity whereas controls completed sedentary classroom math work at their desk. With regards to type, one experimental condition completed traditional physical activity breaks whereas the other experimental condition completed academic physical activity breaks (i.e., performed mental math and physical activity). Participants' mood, motivation, and self-efficacy were also assessed following the experimental manipulations. Results: Overall, executive function scores improved across each assessment following the physical activity breaks when compared to sedentary classroom work regardless of dose and type. Participants also reported more positive mood states, higher motivation to complete the executive function tests, and higher self-efficacy to perform the executive functions tests following the physical activity breaks. Single moderation analyses showed that low-moderate levels of aerobic fitness moderated the acute physical activity-executive functioning relationship. Additive moderation analysis showed, collectively, that both aerobic and musculoskeletal fitness moderated the acute physical activity-executive functioning relationship. Conclusion: Findings from the present study provide evidence for the acute effects of short (i.e., 5-20 min) classroom-based physical activity breaks on executive functioning and psychological states in children. Results also suggest levels of both aerobic and musculoskeletal fitness moderate these effects, however future research is needed to further elucidate this complex relationship.

Psychometric properties and construct validity of PLAYself: a self-reported measure of physical literacy for children and youth.

PLAYself is a tool designed for self-description of physical literacy in children and youth. We examined the tool using both the Rasch model and Classical Test Theory to explore its psychometric properties. A random selection of 300 children aged 8-14 years (47.3% female) from a dataset of 8513 Canadian children were involved in the Rasch analysis. The 3 subscales of the measure demonstrated good fit to the Rasch model, satisfying requirements of unidimensionality, having good fit statistics (item and person fit residuals = -0.17-1.47) and internal reliability (Person Separation Index = 0.70-0.82), and a lack of item bias and problematic local dependency. In a separate comparable sample, 297 children also aged 8-14 years (53.9% female) completed the PLAYfun, Physical Self-Description Questionnaire (PSDQ), Physical Activities Measure-Revised (MPAM-R), a physical activity inventory (PLAYinventory), and repeated the PLAYself 7 days later. The tests with this sample confirmed test-retest reliability (intraclass correlation coefficient = 0.81-0.84), and convergent and construct validity consistent with contemporary physical literacy definitions. Overall, the PLAYself demonstrated robust psychometric properties, and is recommended for researchers and practitioners who are interested in assessing self-reported physical literacy. Novelty: The PLAYself is a self-reported measure of physical literacy This study validates the measure using the Rasch model and classical test theory The PLAYself was found to have strong psychometric properties.

Examining the Effects of Acute Cognitively Engaging Physical Activity on Cognition in Children.

Cognitively engaging physical activity (PA) has been suggested to have superior effects on cognition compared to PA with low cognitive demands; however, there have been few studies directly comparing these different types of activities. The aim of this study is to compare the cognitive effects of a combined physically and cognitively engaging bout of PA to a physical or cognitive activity alone in children. Children were randomized in pairs to one of three 20-min conditions: (1) a cognitive sedentary activity; (2) a non-cognitively engaging PA; and a (3) cognitively engaging PA. Executive function (EF) was assessed using a modified Eriksen flanker task immediately before and 10-15 min following the experimental condition. Children ages 6-8 years (n = 48, Mage = 7.04, SD = 1.37; 40% girls) were included in the study. A repeated measures ANOVA found no significant difference between groups with respect to scores on the flanker task. The results do not support the hypotheses that a cognitively engaging bout of PA enhances cognitive performance over non-cognitively engaging PA or sedentary activities. Possible explanations for our findings include overexertion during the acute bout of PA and depletion of positive affect prior to performing the post-intervention EF tasks.

Adaptive Behavior Moderates Health-Related Pathways in Children with Autism Spectrum Disorder.

The purpose of this study was to examine the moderating role of adaptive behavior on the pathways connecting motor competence, physical activity, and health-related fitness in 7-12 year old children with ASD (N = 27). Results demonstrate that motor competence and health-related fitness were positively related (r = .42, p < .05), and this relationship was moderated by adaptive behavior. Specifically, we found that motor competence and health-related fitness were significantly related for those participants scoring approximately one or more standard deviations below the mean on adaptive behavior. No other significant pathways were present. Implications of these associations and directions for future research are discussed.

The Impact of Participation in the Olympics on Post-olympic Performance in Professional Ice Hockey Players.

The 2014 Sochi Winter Games were the last Winter Olympics where NHL players were allowed to compete. One explanation for prohibiting NHL players from participating in the Winter Olympics is a perceived negative impact on their performance post-Olympics, owing to the additional fatigue of participating. The purpose of this study was to explore whether participation in the 2014 Sochi Winter Games negatively impacted individual NHL player performance post-Olympics. A database was constructed to examine NHL player points per game played as the performance outcome pre- and post- the 2014 Winter Olympics during the 2013-2014 NHL season. Three multilevel models were fitted with post-Olympics points per game as the outcome. Model 1 examined the effect of Olympic minutes played, controlling for pre-Olympics points per game. Model 2 introduced player position (forward vs. defense) and model 3 included an interaction between player position and Olympic minutes played to determine if there were differential effects of Olympic participation on post-Olympic performance by position. The results show that Olympic minutes played did not have a significant main effect on post-Olympics performance (p > 0.10). There was a significant interaction between Olympic minutes played and playing position whereby forwards who played a higher number of minutes in the Olympics scored fewer points per game post-Olympics than forwards playing fewer Olympic minutes. The magnitude of this effect, however, was quite small [b (SE) = -0.003 (0.001), p = 0.03]. These findings suggest that the effect of Olympic playing time on individual player performance post-Olympics is minimal.

Outcomes and Feasibility of a 12-Week Physical Literacy Intervention for Children in an Afterschool Program.

Children (N = 90) from eight afterschool programs (n = 4 experimental sites with 47 children; n = 4 control sites with 43 children), along with the program leaders (N = 7) from the experimental sites, participated in a 12-week physical literacy intervention. Children were assessed on their physical literacy (movement competence, affect, confidence, and motivation) pre- and post-intervention using a suite of assessment tools that included the PLAYfun assessment of movement competence and a comprehensive child questionnaire. Experimental participants engaged in a daily physical literacy intervention at their afterschool program; controls engaged in their usual afterschool programming. Experimental group program leaders were assessed on their cognitions pre- and post-training and post-intervention, alongside questions regarding program acceptability and feasibility. Program leaders' perceived knowledge and self-efficacy to implement the physical literacy program increased (p < 0.05) from pre- to post-training and these effects were maintained at post-intervention. No group differences were observed in the change of children's motor competence, self-efficacy, or motivation from baseline to post-intervention. However, significant increases in affect were observed among participants in the experimental group (p < 0.05). Program leaders said they would recommend the program to future leaders. However, they reported challenges with implementation due to equipment availability and behavioral challenges. Results suggest a comprehensive physical literacy program during the afterschool period can be feasible to implement and can lead to improvements in the affective domain of children's physical literacy. Further research on childhood physical literacy interventions is warranted.

Effect of Acute Exercise on Prefrontal Oxygenation and Inhibitory Control Among Male Children With Autism Spectrum Disorder: An Exploratory Study.

Objective: Children with autism spectrum disorder (ASD) experience significant challenges in executive functioning. Emerging evidence suggests exercise may improve executive functioning among children; however, these effects and their mechanisms have not been fully explored among children with ASD. The purpose of this study was to explore the acute effect of exercise on cerebral oxygenation within the prefrontal cortex and inhibitory control among male children with ASD. Method: Participants (N = 12) were 8-12 years of age with a diagnosis of ASD. A within-subject crossover design was employed. Participants completed three 20-min conditions on separate days: circuit-based workout, treadmill walking, and sedentary control. Pre- and post- each condition participants completed a cancellation task (Leiter-3) as a measure of inhibitory control and cerebral oxygenation was concurrently assessed using functional near-infrared spectroscopy (fNIRS). Heart rate, affect, perceived exertion, motivation, and self-efficacy were measured throughout the experiment as manipulation checks and potential psychological mechanisms. A series of repeated measures ANOVAs were conducted to examine intervention effects. Results: Results demonstrated medium-to-large interaction effects (time by condition) for cerebral oxygenation ( η p 2 = 0.237) and inhibitory control ( η p 2 = 0.118). Post hoc analyses revealed that the circuit exercise condition elicited the largest changes in both outcomes. The manipulation checks indicated that the exercises were completed as intended. Conclusion: These findings suggest that exercise may be a feasible intervention for enhancing executive functioning in children with ASD. More research with larger samples is needed to replicate these findings.

The Acceptability and Feasibility of a Preschool Intervention Targeting Motor, Social, and Emotional Development.

Background: Children and youth are facing three major challenges: (1) poor mental health, (2) physical inactivity, and (3) lack of school readiness. Fundamental movement skills (FMS) and social-emotional learning (SEL) are two developmental domains that are associated with each of these challenges. Currently, there is little focus on interventions that target both FMS and SEL. Thus, the purposes of this study were to: (1) examine the acceptability and feasibility of an FMS and SEL program (Move 2 Smile) and (2) assess the impact of Move 2 Smile on FMS and SEL in children. Methods: An exploratory, pilot study using a within-subjects design was conducted. Descriptive statistics were computed to assess the acceptability and feasibility of the Move 2 Smile program. Changes in FMS and SEL were analyzed using a paired sample t-test. A focus group was conducted with parents to gain feedback after the program ended. Results: Eleven children (four girls; M age = 50.56 months, SD = 8.63) participated, with families attending 80% of the sessions. The children and parents rated the enjoyment of the program 4.1/5 and 4.7/5, respectively. The instructor rated the children's perceived enjoyment 4.6/5 and feasibility of the sessions 4.7/5. Parents engaged in the FMS take-home activities once per week and the SEL activities three times per week. The intervention had a non-significant small to medium effect on FMS (d z = 0.42, p = 0.19), a significant large effect on social skills (d z = 1.38, p = 0.001) and emotion expressiveness (d z = 0.79, p = 0.03), and a non-significant small to medium effect on emotion knowledge (d z = 0.58, p = 0.10) and emotion regulation (d z = 0.44, p = 0.17). The results from the focus group suggest that parents and children enjoyed the program and that the program was useful and effective at impacting FMS and SEL. Conclusions: This intervention is one of the first to intentionally target both FMS and SEL. Children, parents, and instructors deemed this program as acceptable and feasible. These preliminary findings warrant future evaluations of Move 2 Smile, including a randomized controlled trial.

Factors Associated with Participation in Physical Activity Among Canadian School-Aged Children with Autism Spectrum Disorder: An Application of the International Classification of Functioning, Disability and Health.

We have a limited understanding of the socioenvironmental factors associated with participation in physical activity among school-aged children with autism spectrum disorder (ASD), particularly regarding how the school environment may influence their participation. Using the International Classification of Functioning, Disability and Health (ICF) as a framework, this study examined the effect of body functions and structure, activity, and personal factors on in-school physical activity; and whether in-school physical activity, considered a socioenvironmental factor, is associated with out-of-school physical activity (i.e., participation) among elementary school-aged children (6-13 years of age) with ASD. Parents of 202 children with ASD (78.2% boys; Mage = 9.4 years) completed an online survey, as part of a larger study, to assess their child's functioning and physical activity in- and out-of-school. Results indicated that the majority of children (85.1%) did not meet physical activity guidelines. In-school physical activities significantly predicted out-of-school physical activities including leisure-time moderate-to-vigorous physical activity (R2 = 0.27, F(10,154) = 5.67, p < 0.001) and meeting the physical activity guidelines (R2 = 0.23, Χ2 (10) = 31.9, p < 0.001). These findings underscore the importance of supporting children with ASD to be physically active in school, which may impact physical activity levels out-of-school.

The Association Between PLAYfun and Physical Activity: A Convergent Validation Study.

Purpose: The purpose of this study was to examine the convergent validity of the PLAYfun tool, a physical literacy-based measure of movement competence, by examining its association with objectively measured physical activity in a sample of children and youth. Method: Participants included 110 children between the ages of seven to 14 years attending a stratified random sample of 27 afterschool programs across the province of Ontario, Canada. The PLAYfun tool was administered to the participants on one occasion at their afterschool program and then they were asked to wear a pedometer for seven consecutive days to measure their physical activity levels. A series of multiple linear regression models were used to examine the association between PLAYfun scores and physical activity, while controlling for age, sex, and time of year (season) in which the data were collected. Results: On its own, the PLAYfun average score accounted for close to 13% of the variance in physical activity, R = .36, R2 = .13, p < .001. The PLAYfun average score was also a significant independent predictor of physical activity, b (SE) = 145.98 (53.46), p < .01, when controlling for age, sex, and season in which the data were collected, R2 = .30, F (4, 105) = 11.04, p < .001. Conclusion: Results from the present study indicate that the PLAYfun tool is a significant predictor of objectively measured physical activity, supporting the convergent validity of the tool.