Sit Cindy H P, McManus Alison, McKenzie Thomas L, Lian John
The University of Hong Kong, Institute of Human Performance, Pokfulam, Hong Kong.
Prev Med. 2007 Dec;45(6):424-31. doi: 10.1016/j.ypmed.2007.02.003. Epub 2007 Feb 9.
Children's physical activity (PA) has been studied extensively, but little information is available on those with disabilities. We sought to examine the PA of children with disabilities during physical education (PE) and recess while simultaneously documenting environmental conditions.
Five schools designed for students with four types of special needs (physical disability, mild intellectual disability, hearing impairment, and visual impairment) participated. We used the System for Observing Fitness Instruction Time (SOFIT) to code the PA of children in grades 4 to 6 during both PE and recess and to document teacher behavior and lesson context in PE. Observations were conducted during 2 school days over a 2-week period.
Children accrued little moderate-to-vigorous physical activity (MVPA) during PE (7.8 min) and recess (8.9 min). Activity levels varied across disability types, with differences attributed to lesson context and teacher behavior. Children with physical disabilities were the least active during both PE and recess.
Children with disabilities accrue little PA at school. Increased PE frequency and lesson intensity, more PA opportunities during non-structured school time, and collaborations with home and community agencies are needed to reach PA recommendations.
儿童身体活动（PA）已得到广泛研究，但关于残疾儿童的相关信息却很少。我们试图研究残疾儿童在体育教育（PE）和课间休息时的身体活动情况，同时记录环境状况。
五所专为有四种特殊需求（身体残疾、轻度智力残疾、听力障碍和视力障碍）的学生设计的学校参与了研究。我们使用健身指导时间观察系统（SOFIT）对4至6年级儿童在体育教育和课间休息时的身体活动进行编码，并记录体育教育中教师的行为和课程背景。在两周内的两个教学日进行观察。
儿童在体育教育（7.8分钟）和课间休息（8.9分钟）期间进行的中度至剧烈身体活动（MVPA）很少。活动水平因残疾类型而异，差异归因于课程背景和教师行为。身体残疾儿童在体育教育和课间休息期间最不活跃。
残疾儿童在学校的身体活动很少。需要增加体育教育的频率和课程强度，在非结构化的学校时间提供更多身体活动机会，并与家庭和社区机构合作，以达到身体活动建议量。
