Greg Reid

Physical Fitness of Adults with an Intellectual Disability: A 13-Year Follow-Up Study

Abstract The purpose of this study was to describe the change in physical fitness of middle-aged adults with an intellectual disability over a period of 13 years. Participants were 32 adults who worked in a supported work environment in Montreal and had been participants in a physical fitness study in 1983. Using the Canadian Standardized Test of Fitness, the participants were evaluated for cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition. A home visit prior to the testing session refamiliarized the participants with the test procedures. Two forms of analysis were used to describe the change in fitness over 13 years. First, a 2 × 2 (Group × Time) analysis of variance for each dependent variable assessed change over time. Second, effect sizes were calculated to measure the magnitude of change in fitness over the 13-year period in comparison to those without an intellectual disability. As expected, te physical fitness levels of the participants were low when compared to those without a disability and declined over the 13 years. In addition, the magnitude of change over the 13 years, as compared to those without a disability, was greater for male and female participants for body mass index and percentage of body fat and for female participants for cardiovascular endurance and sit-ups. It appears that adults with an intellectual disability may be particularly at risk for declining health associated with aging and low physical fitness.

Increasing Physical Activity in Individuals With Autism

This study investigated the outcomes of an intervention package on participation in tWo physical activities: snoWshoeing and Walking/jogging. Three male secondary school students Who had been diagnosed With autism and Were attending a school for students With intellectual disabilities participated in a 6-month outdoor physical activity program. The authors used a changing conditions design; the program Was divided into six phases by the amount of edible reinforcers provided during sessions. A self-monitoring board, verbal cuing, and edible reinforcers Were used in the study. Distance snoWshoed, Walked, and jogged per 30-min session increased as edible and verbal reinforcement decreased. The results suggest that interventions can be developed to promote sustained participation in physical activity for individuals With autism.

The syndrome of physical awkwardness

Publisher Summary This chapter reviews definition, incidence, identification, etiology and clinical manifestations of physical awkwardness. It describes the findings from three broad research strategies; neurological, information processing and knowledge-based. The chapter concludes with sketching some remedial suggestions and point to future research directions. A broader objective is achieved by describing physically awkward children as a viable subgroup of youngsters worthy of the research efforts. Knowledge and understanding is likely to contribute to advances in the understanding of developmental skill acquisition. It is only in recent years that ecologically valid test items, reflecting the notion of culturally normative demands, have been included in quantitative and qualitative measures of physical proficiency.

The role of coaches of wheelchair rugby in the development of athletes with a spinal cord injury

Wheelchair rugby allows individuals living with quadriplegia to compete in an elite-level sport. It is currently one of the fastest-growing disability sports in the world and is the only full contact sport played by athletes with a disability. The purpose of this study was to explore the personal experiences of wheelchair rugby coaches in the development of their athletes who had entered their sport after acquiring a spinal cord injury. Four elite wheelchair rugby coaches were interviewed using a semi-structured guide. Data collection and analyses followed an interpretative phenomenological approach. Participants discussed the myriad of roles they carried out as wheelchair rugby coaches and the diverse range of their coaching responsibilities. They also alluded to their philosophies in both the personal and athletic development of their athletes and the unique strategies they utilised with them. The results highlight the important role of a coach in facilitating athlete development in disability sport.

Motivation And Special Populations: Theory, Research, and Implications Regarding Motor Behaviour

Publisher Summary This chapter proposes the adoption of a theory of motivation for the study of human movement with special populations and shows how the theory may be amenable to a better understanding of the factors which regulate the motor behavior of such individuals. It is believed that using a motivational approach to the study of special populations may lead to significant scientific and practical advances for the field. The chapter is divided into four sections: different types of motivation, which underlie Deci and Ryans self-determination theory, research on the determinants, and consequences of motivation, practical implications based on the motivational approach, and finally, discussion on future directions for research.

Future directions of inquiry in adapted physical activity.

It is appropriate for professionals to look forward periodically to envision a future that serves its constituents most eflectively. No doubt, the turn of the century is a timely moment to engage in such reflection and prediction. The purpose of this paper is to sketch some future trends of inquiry in adapted physical activily. These include investigation into ethics in adapted physical activity. Empirically based issues of inquiry include physical activity as a dependent measure, diverse and changing populations, theoretical and applied research, nomothetic and idiographic research perspectives, clusters and comorbidity, self-determination, and inclusion/integmtion.

To be or not to be – able to dance: integrated dance and children’s perceptions of dance ability and disability

This study investigated children’s perceptions of dance ability and disability and changes to perceptions following participation in an integrated dance program. Focus group interviews, field notes and observations were used with children with physical disabilities (n = 5) and without disabilities (n = 9) between the ages six and nine before and after their participation in an integrated dance program. Ableism, contact theory and aspects of the situative approach to knowledge construction served as theoretical frameworks. An interpretative phenomenological analysis (IPA) was used to analyse the data. Pre-program interviews revealed three common themes: all kinds of moves, like ballet and dance ability = turning/jumping. In addition, three themes emerged from interviews with able-bodied participants: can’t walk/can’t dance, passivity and different because.... Post-program interviews revealed two common themes: emotional/physical and body parts/levels. In addition two themes emerged describing able-bodied children’s perceptions: can’t walk/CAN dance and different because-equipment. One theme emerged post-program describing perceptions of participants with disabilities: competence. Participation in an integrated dance program can have a positive impact on children’s perceptions of dance ability and a more subtle impact on able-bodied children’s perceptions of disability.

Stair stepping efficiency of mentally handicapped and nonhandicapped adult females

Net efficiency for stair stepping was compared between 15 mentally handicapped (MH) and 15 nonhandicapped (NH) women of comparable chronological age. Efficiency was computed as the percentage of the energy output divided by the energy expenditure. Energy expenditure was assessed by the performance of subjects on a double stair stepping apparatus, stepping at three work rates (14, 17, and 19 asc/min), repeated on four test days. Open-circuit spirometric techniques were used to measure oxygen uptake. The three-way (Group x Stepping Rates x Days) repeated measures ANOVA indicated that: (1) NH women stepped more efficiently than MH women (p less than 0.01). Mean stepping efficiency was 17.1% for the NH group, and 15.6% for the MH group; (2) MH women did not show improvement in stepping efficiency over the four days, although there was a 20% increase in the number of MH subjects capable of completing the fastest stepping rate over the four days; and (3) MH subjects were more efficient at 17 and 19 asc/min than at 14 asc/min.

Evidence-based practice: A quality indicator analysis of peer-tutoring in adapted physical education

The purpose of the research was to conduct a quality indicator analysis of studies investigating peer-tutoring for students with a disability in adapted physical education. An electronic search was conducted among English journals published from 1960 to November 2012. Databases included ERIC, PsycINFO, and SPORTDiscus. Fifteen research studies employing group-experimental (Gersten et al., 2005) or single-subject designs (Horner et al., 2005) met inclusion criteria. Each study was assessed for the presence and clarity of quality indicators. Group designs met an average of 62.5% essential and 69% desirable indicators. An average of 80% of indicators was present for single-subject designs. Results suggest claims of peer-tutoring being an evidence-based practice are premature. Recommendations for clarifying and applying the quality indicators are offered.

Physically Active Living for Individuals with ASD

The purpose of this chapter is to provide an overview of educational interventions for individuals with autism and pervasive developmental disorders with respect to learning and performing functional movement skills that span play, recreation, and physical education settings. Active living is a philosophy that places specific emphasis on empowering individuals to lead active and healthy lifestyles by gaining the requisite movement skills and knowledge needed to promote lifelong participation and meaningful involvement in physical activity. Research examining the movement skills of preschool and school-aged children with ASD compared to their typically developing peers suggests performance differences and likely deficits, with such differences increasing with age and skill complexity. As such, educational intervention should specifically target the development of movement skills and encourage physical activity among school-aged children with ASD, which in turn has associated health benefits. The final section will examine current approaches to educational intervention (e.g., ABA, TEACCH, Pivotal Response Training) and additional instructional strategies that facilitate the acquisition of movement skills in physical education and encourage active living. ABA and TEACCH have had some influence on evidence-based practice in physical activity. PRT, which essentially incorporates ABA and TEACCH strategies in natural settings, has received less attention to date. Nonetheless, this overview demonstrates that key strategies emanating from three education-based intervention models can be used to promote movement skill acquisition and ultimately support the successful inclusion of children and youth with ASD in achieving a physically active lifestyle.