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Children with Physical Disabilities at School and Home: Physical Activity and Contextual Characteristics

Author

Listed:
  • Ru Li

    (Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, China)

  • Cindy Hui-Ping Sit

    (Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, China)

  • Jane Jie Yu

    (Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, China)

  • Raymond Kim-Wai Sum

    (Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, China)

  • Stephen Heung-Sang Wong

    (Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, China)

  • Kenneth Chik-Chi Cheng

    (Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, China)

  • Thomas L. McKenzie

    (School of Exercise and Nutritional Sciences, San Diego State University, San Diego, CA 92182, USA)

Abstract

The purpose of this study was to assess the physical activity (PA) of children with physical disabilities (PD) in school and home settings and to simultaneously examine selected contextual characteristics in relation to PA in those settings. Children with PD (N = 35; Mean age = 15.67 ± 4.30 years; 26 boys) were systematically observed using BEACHES (Behaviors of Eating and Activity for Children’s Health: Evaluation System) at school (before school, recess, lunch break, after class) and at home (before dinner) during four normal school days. The children spent most of their time in all five settings being physically inactive, but had slightly more PA during recess and lunch break periods. Hierarchical multiple regression revealed that selected contextual characteristics explained 18.9–56.0% ( p < 0.01) of the variance predicting moderate-to-vigorous physical activity (MVPA) after controlling for demographic variables. Prompts to be active were positively associated with MVPA at school and the presence of fathers and fathers being motivators at home. This study highlights how little PA that children with PD receive and identifies the importance of the provision of prompts for PA at both school and home with this special population.

Suggested Citation

  • Ru Li & Cindy Hui-Ping Sit & Jane Jie Yu & Raymond Kim-Wai Sum & Stephen Heung-Sang Wong & Kenneth Chik-Chi Cheng & Thomas L. McKenzie, 2017. "Children with Physical Disabilities at School and Home: Physical Activity and Contextual Characteristics," IJERPH, MDPI, vol. 14(7), pages 1-10, June.
    • Handle: RePEc:gam:jijerp:v:14:y:2017:i:7:p:687-:d:102557
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    Citations

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    Cited by:

    1. Cindy Sit & Ru Li & Thomas L. McKenzie & Ester Cerin & Stephen Wong & Raymond Sum & Elean Leung, 2019. "Physical Activity of Children with Physical Disabilities: Associations with Environmental and Behavioral Variables at Home and School," IJERPH, MDPI, vol. 16(8), pages 1-10, April.
    2. Jing Qi & Jian Wei Xu & Wei De Shao, 2020. "Physical Activity of Children with Visual Impairments during Different Segments of the School Day," IJERPH, MDPI, vol. 17(18), pages 1-13, September.

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