Differences in physical activity volume and intensity between Unified and non-Unified Special Olympics football training: An observational pilot study.

BACKGROUND: The participation of people with intellectual disabilities in Special Olympics sports and training opportunities offers numerous benefits for health and inclusion. However, little is known about the impact of such training on physical activity behaviour. Here, we evaluate the differences in physical activity volume and intensity of Special Olympics athletes between Unified and non-Unified football training. METHOD: Accelerometer data of 12 male athletes from eight standardised training sessions (four Unified, four non-Unified) were analysed. RESULTS: While there was no statistically significant difference for the main part of the training, athletes showed higher levels of physical activity intensity (MVPA: Mdiff = 11.74%; 95% CI = 5.50-17.97) and volume (average acceleration ENMO: Mdiff = 112.82 mg; 95% CI = 24.73-200.90) in a Unified compared to non-Unified endurance-related exercise task. CONCLUSION: Understanding physical activity participation in different training types can help to design and implement future training programmes.

Teaching highly mixed-ability CS1 classes: A proposed approach.

With the increased reliance on technology, computer programming has emerged as an essential skill that is interesting to many audiences beyond merely computer scientists. As a result, many students from various disciplines take first-year computer science courses. This led to classrooms with a lot of diversity in student motivation, backgrounds, learning needs, and educational levels. Teaching the same material to such a diverse group is challenging. The aim of this paper is two-fold. Firstly, we present a flipped-based approach that benefits from the mixed-ability nature of first-year programming courses rather than considering it as a burden. Secondly, we present a study that evaluates the extent to which the proposed approach enhances student learning in such a mixed-ability environment. The study was conducted in a first-year course at the University of British Columbia - Okanagan, and it was based on three components:1) a survey of 25 Likert items(n = 46), 2) class average grade and pass rate over 6 years (n = 42 + 38 + 56 + 79 + 90 + 74), and 3) student ratings of the course over 5 years (n = 42 + 38 + 56 + 79 + 90). Findings of the survey indicate an overall positive students' impression with no significant difference in the opinions of various student populations. Analyzing the course grades, pass rates, and student ratings confirmed the survey findings and showed an overall improvement in grades, pass-rates, and student satisfaction.