芬兰2022年残疾儿童和青少年体育活动Para报告卡结果

IF 1.7 3区 医学 Q2 REHABILITATION
P Asunta, K Kämppi, K Ng, A Saari, T Tammelin
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引用次数: 2

摘要

芬兰2022年残疾儿童和青少年身体活动Para报告卡包括10项身体活动指标的结果和评分摘要,并强调了利益攸关方如何解释这些评分。残疾分类基于联合国儿童基金会/华盛顿残疾统计小组测量、广泛性焦虑障碍(GAD7)测量或教育状况。24名体育活动专家使用针对积极健康儿童全球联盟残疾数据调整的基准对2017年至2021年的数据进行了审查。评分如下:整体体力活动,C+;有组织的体育,C;Active Play, D;Active Transportation, B;家庭与同伴,C+;学校,B;社区与环境,C-;政府-;久坐行为和身体健康被评为不完全。利益攸关方焦点小组讨论强调需要开展多学科合作,并提高从事儿童工作的专家的能力,以促进所有儿童的积极运动生活方式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Results From Finland's 2022 Para Report Card on Physical Activity for Children and Adolescents With Disabilities.

Finland's 2022 Para Report Card on Physical Activity for Children and Adolescents With Disabilities includes a summary of results and grades for 10 physical activity indicators and highlights how these grades are interpreted by stakeholders. The disability classification was based on the UNICEF/Washington Group on Disability Statistics measure, Generalized Anxiety Disorder (GAD7) measure, or education status. Data between 2017 and 2021 were reviewed by 24 physical activity specialists using benchmarks adapted for data on disabilities from the Active Healthy Kids Global Alliance. The grades were assigned as follows: Overall Physical Activity, C+; Organized Sport, C; Active Play, D; Active Transportation, B; Family and Peers, C+; School, B; Community and Environment, C-; Government, A-; sedentary behavior and physical fitness were graded as incomplete. Stakeholder focus-group discussions highlighted the need for multidisciplinary cooperation and increasing competence of specialists working with children to promote a physically active lifestyle for all children.

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来源期刊
CiteScore
3.00
自引率
10.50%
发文量
26
审稿时长
>12 weeks
期刊介绍: APAQ is an international, peer-reviewed, multidisciplinary journal designed to stimulate and communicate scholarly inquiry relating to physical activity that is adapted in order to enable and enhance performance and participation in people with disability. Physical activity implies fine, gross, functional, and interpretive movement including physical education, recreation, exercise, sport, and dance. The focus of adaptation may be the activity or task that is to be performed, environment and facilities, equipment, instructional methodology, and/or rules governing the performance setting. Among the populations considered are persons with motor, intellectual, sensory, and mental or other disabilities across the life span. Disciplines from which scholarship to this aim may originate include, but are not limited to, physical education, teacher preparation, human development, motor behavior and learning, biomechanics, exercise and sport physiology, and exercise and sport psychology. Scientific inquiry may originate from quantitative or qualitative inquiry, as well as from multimethod designs.
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