McMullan Sarah, Chin Rachel, Froude Elspeth, Imms Christine
School of Occupational Therapy, La Trobe University, Melbourne, Victoria, Australia.
Aust Occup Ther J. 2012 Jun;59(3):197-208. doi: 10.1111/j.1440-1630.2012.01013.x.
Positive participation outcomes are deemed the ultimate goal of health care and specifically of occupational therapy. Knowledge of the typical participation patterns of children in Australia will provide essential information to support our understanding of participation and the goal of maximising children's engagement.
This study investigated the participation of Grade 6 and Year 8 Victorian students in activities outside school and explored differences between genders and between students in different year levels. Secondarily, we began to establish Australian normative data on the Children's Assessment of Participation and Enjoyment and Preferences for Activities of Children.
This cross sectional survey methods study recruited students from a random selection of public schools. Participation was measured using the Children's Assessment of Participation and Enjoyment and Preferences for Activities of Children questionnaires.
Participants included 84 (37 female, 47 male) students in Grade 6 (n = 43) and Year 8 (n = 41). Differences between year levels were only evident for participation in Recreational and Active Physical activities. Grade 6 students did more activities, more intensely than Year 8 students, but with no difference in enjoyment. The mean number of Recreational activities done by Grade 6 students was 8.5 (95%CI: 7.9-9.1) compared to Year 8 students 6.9 (95%CI: 6.1-7.7; P = 0.001). Gender differences were evident in the participation patterns within Social, Skill-Based and Self-Improvement activities.
The findings suggested that gender was a more important influence on participation patterns than a 2-year age gap, with participation patterns being relatively stable between Grade 6 and Year 8.
积极的参与结果被视为医疗保健尤其是职业治疗的最终目标。了解澳大利亚儿童的典型参与模式将为支持我们对参与的理解以及实现儿童最大程度参与的目标提供重要信息。
本研究调查了维多利亚州六年级和八年级学生在课外的活动参与情况，并探讨了不同性别和不同年级学生之间的差异。其次，我们开始建立关于儿童参与和享受评估以及儿童活动偏好的澳大利亚规范数据。
本横断面调查研究从随机选择的公立学校招募学生。使用儿童参与和享受评估以及儿童活动偏好问卷来测量参与情况。
参与者包括六年级（n = 43）和八年级（n = 41）的84名学生（37名女生，47名男生）。年级之间的差异仅在参与娱乐和体育活动方面明显。六年级学生比八年级学生参与的活动更多、强度更大，但在享受程度上没有差异。六年级学生平均参与的娱乐活动数量为8.5（95%置信区间：7.9 - 9.1），而八年级学生为6.9（95%置信区间：6.1 - 7.7；P = 0.001）。在社交、基于技能和自我提升活动的参与模式中，性别差异明显。
研究结果表明，性别对参与模式的影响比两岁的年龄差距更为重要，六年级和八年级之间的参与模式相对稳定。
