Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, China.
Department of Sport and Physical Education, Hong Kong Baptist University, Hong Kong, China.
Int J Environ Res Public Health. 2019 Aug 30;16(17):3163. doi: 10.3390/ijerph16173163.
Schools are salient locations for children with disabilities to accrue physical activity (PA) and to diminish sedentary time (ST). We examined seasonal variation in accelerometer-assessed PA and ST among children with disabilities during the school day in three school settings (physical education (PE) lessons, recess and lunchtime). Children ( = 270) from 13 special schools for those with five disability types (visual impairments, hearing impairments, physical disabilities, intellectual disabilities (ID), and social development problems) participated. Their PA and ST were assessed during three winter and three summer school days using accelerometry. Linear mixed models were performed to determine seasonal variation in the proportion of time they spent in moderate-to-vigorous physical activity (MVPA) and ST in the three settings. On average, the children spent 4.5% (18.6 min) and 4.0% (15.6 min) in MVPA at school during winter and summer days, respectively. They were more physically active during winter (especially during recess and lunchtime), but there were no seasonal differences for ST. Thus, children's year-round engagement in PA needs to be promoted, especially during summer.
学校是残疾儿童积累身体活动（PA）和减少久坐时间（ST）的重要场所。我们研究了三种学校环境（体育课、课间休息和午餐时间）中残疾儿童在上学日期间，计步器评估的 PA 和 ST 的季节性变化。来自五种类别残疾（视力障碍、听力障碍、身体残疾、智力障碍（ID）和社会发展问题）的 13 所特殊学校的 270 名儿童参与了研究。在三个冬季和三个夏季的上学日期间，他们使用加速度计评估了他们的 PA 和 ST。线性混合模型用于确定他们在三个环境中分别进行中等至剧烈体力活动（MVPA）和 ST 的时间比例的季节性变化。平均而言，儿童在冬季和夏季上学日分别有 4.5%（18.6 分钟）和 4.0%（15.6 分钟）的时间处于 MVPA 状态。他们在冬季更活跃（尤其是在课间休息和午餐时间），但 ST 没有季节性差异。因此，需要促进儿童全年的 PA 参与度，尤其是在夏季。
