The physical and psychosocial impact of a school-based running programme for adolescents with disabilities

IF 2.1 2区医学 Q1 EDUCATION, SPECIAL

Journal of Intellectual Disability Research Pub Date : 2023-11-20 DOI:10.1111/jir.13104

J. Campagna, K. Czyszczon, J. Little, C. Selby, L. Wick, D. Ferreira, K. Oriel

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引用次数: 0

Abstract

Background

Adolescents with disabilities have fewer opportunities to participate in community-based fitness programmes. The purpose of this study was to examine the impact of a school-based running programme at a local middle school in Lebanon, Pennsylvania, on fitness and quality of life (QoL) in children with physical and cognitive disabilities in a life-skills classroom.

Methods

Nineteen adolescents with diagnosed disabilities including intellectual disability (ID), autism spectrum disorder and Down syndrome were recruited from three life-skills classrooms to participate in a school-based running programme. The programme was designed to be implemented two times/week for 6 weeks by classroom teachers/aides. Physical therapy faculty and students developed the programme and assisted with implementation. Each session lasted 30 min, consisting of a warm-up and cooldown, relay races, games and timed runs. Pre- and post-test measures included physiological cost index (PCI) and Paediatric Quality of Life Inventory™ (PedsQL™). Pre- and post-test data were compared using Wilcoxon signed rank tests. Each week participants also completed a training log to reflect on the activity for the day.

Results

Participants demonstrated significant improvements in PCI (P = 0.028) and the PedsQL™ (P = 0.008) following the running programme.

Conclusions

Results of this study suggest that participation in a 6-week school-based running programme may improve fitness and QoL in adolescents with disabilities.

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以学校为基础的残疾青少年跑步计划的生理和心理影响。

背景:残疾青少年参加社区健身项目的机会较少。本研究的目的是考察在宾夕法尼亚州黎巴嫩当地一所中学，以学校为基础的跑步计划对生活技能教室中身体和认知残疾儿童的健康和生活质量(QoL)的影响。方法:从三个生活技能教室招募了19名被诊断为残疾的青少年，包括智力残疾(ID)、自闭症谱系障碍和唐氏综合症，参加了一项校本跑步计划。该方案由任课教师/助理每周实施两次，为期6周。物理治疗教师和学生制定了该计划并协助实施。每次训练持续30分钟，包括热身和冷却、接力赛、游戏和计时跑。测试前后测量包括生理成本指数(PCI)和儿科生活质量量表™(PedsQL™)。采用Wilcoxon符号秩检验比较检验前后的数据。每个星期，参与者还完成了一份训练日志，以反映当天的活动。结果:参与者在PCI (P = 0.028)和PedsQL™(P = 0.008)方面表现出显著改善。结论:本研究结果表明，参加为期6周的学校跑步计划可以改善残疾青少年的健康状况和生活质量。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Intellectual Disability Research Multiple-

CiteScore

5.60

自引率

5.60%

发文量

期刊介绍： The Journal of Intellectual Disability Research is devoted exclusively to the scientific study of intellectual disability and publishes papers reporting original observations in this field. The subject matter is broad and includes, but is not restricted to, findings from biological, educational, genetic, medical, psychiatric, psychological and sociological studies, and ethical, philosophical, and legal contributions that increase knowledge on the treatment and prevention of intellectual disability and of associated impairments and disabilities, and/or inform public policy and practice. Expert reviews on themes in which recent research has produced notable advances will be included. Such reviews will normally be by invitation.