Physically active learning for children with learning disorders attending special-needs schools: A program evaluation

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities Pub Date : 2024-05-14 DOI:10.1016/j.ridd.2024.104749

Vivian Meijers , Anneke C. Timmermans , Chiara T.M. Verheij , Joanne Smith , Esther Hartman

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引用次数: 0

Abstract

Background

Physically active learning (PAL) is a potentially valuable method to stimulate academic performance and physical activity (PA) in children with learning disorders (LD) attending special-needs schools. It is yet unknown whether PAL can be successfully implemented in special-needs schools.

Aims

This study aimed to evaluate a PAL-program in special-needs schools by examining teacher’s dose delivered, children’s dose received, and associations of children’s characteristics with dose received.

Methods

Children (N = 37) from two special-needs schools participated in a six-week PAL-program. Dose delivered was evaluated based on PAL-lessons’ implementation rate and duration. Dose received was assessed through time-on-task observations (n = 23) and PA (n = 37). To assess the association between dose received and children’s characteristics (sex, behavioral disorders, motor skills, and physical fitness), Mann-Whitney U tests and Spearman’s rho correlations were used.

Results

For teacher’s dose delivered, the implementation rate exceeded 95%, and the PAL-lessons lasted the intended 12 minutes. For dose received, children’s on-task behavior was above 79%, and children spent 43% of the time in moderate-to-vigorous PA during PAL. Motor skills were positively related to on-task behavior related to the movements, and physical fitness was positively related to moderate-to-vigorous PA.

Conclusions

PAL was successfully implemented in terms of dose delivered and dose received for children with LD attending special-needs schools.

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在特殊教育学校就读的学习障碍儿童的体育活动学习：项目评估

背景体能主动学习（PAL）是一种潜在的有价值的方法，可以激发特殊教育学校学习障碍儿童的学习成绩和体能活动（PA）。本研究旨在通过考察教师的授课剂量、儿童的接受剂量以及儿童特征与接受剂量之间的关联，对特殊学校中的 PAL 项目进行评估。方法来自两所特殊学校的儿童（N = 37）参加了为期六周的 PAL 项目。根据 PAL 课程的实施率和持续时间评估所提供的剂量。接受的剂量通过任务时间观察（23 人）和 PA（37 人）进行评估。为了评估接受的剂量与儿童特征（性别、行为障碍、运动技能和体能）之间的关系，采用了曼-惠特尼 U 检验和斯皮尔曼 rho 相关性检验。就接受的剂量而言，儿童在任务中的表现超过了 79%，儿童在 PAL 期间有 43% 的时间用于中度至剧烈的 PA。运动技能与与动作相关的任务行为呈正相关，体能与中度至剧烈运动呈正相关。

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

Research in Developmental Disabilities Multiple-

CiteScore

5.50

自引率

6.50%

发文量

178

期刊介绍： Research In Developmental Disabilities is aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the remediation of problems associated with developmental disabilities. Manuscripts will be solicited throughout the world. Articles will be primarily empirical studies, although an occasional position paper or review will be accepted. The aim of the journal will be to publish articles on all aspects of research with the developmentally disabled, with any methodologically sound approach being acceptable.