A Scoping Review of Inclusive Out-of-School Time Physical Activity Programs for Children and Youth With Physical Disabilities

Abstract

The objective of this study was to comprehensively evaluate inclusive out-of-school time physical activity programs for children/youth with physical disabilities. A search of the published literature was conducted and augmented by international expertise. A quality appraisal was conducted; only studies with quality ratings ≥60% informed our best practice recommendations. Seventeen studies were included using qualitative (n = 9), quantitative (n = 5), or mixed (n = 3) designs. Programs had a diversity of age groups, group sizes, and durations. Most programs were recreational level, involving both genders. Rehabilitation staff were the most common leaders. Outcomes focused on social skills/relationships, physical skill development, and psychological well-being, with overall positive effects shown in these areas. The best practice recommendations are consistent with an abilities-based approach emphasizing common group goals and interests; cooperative activities; mastery-oriented, individualized instruction; and developmentally appropriate, challenging activities. Results indicate that inclusive out-of-school time physical activity programs are important for positive psychosocial and physical skill development of children/youth with physical disabilities.

Motivational Climate Is Associated with Use of Video Games and Violence in Schoolchildren: A Structural Equation Model According to Healthy Behaviors

“…In inactive children, the least influential indicator was cooperative learning. These results can be explained by the fact that regular participants in physical activity give greater importance to the effort and cooperation of team sports, whereas those who do not regularly participate value demonstrating ability and having an important individual role [37,38].…”

Changes in cardiovascular health and physical fitness in ethnic youth with intellectual disabilities participating in a park‐based afterschool programme for two years

“…Given that childhood obesity is a multidimensional problem requiring multidimensional solutions, a socio‐ecological model (SEM) framework to examine the multiple effects and interrelatedness of social elements that contribute to obesity among underserved groups provided the foundational underpinnings of the current study (Glanz, ; McLeroy, Bibeau, Steckler, & Glanz, ; Sallis et al., ; Stokols, , ; Arbour‐Nicitopoulos et al., ). According to a SEM, health behaviours arise and are maintained through five interacting levels of influence: individual factors, interpersonal relationships, community (schools, afterschool settings), institutions (parks and recreation departments) and the greater macro‐level structures and policy systems (Glanz, ).…”

Physical activity of children and youth with disabilities

“…Recently, there have appeared numerous papers showing the influence of intervention programmes aimed at increasing the incidence of PA in children with disabilities [19][20][21][22][23][24][25][26][27]. The studies show that children are not always rightly granted auxiliary or counselling benefits regarding physical activity [26].…”

“…Also, activities promoting an active lifestyle need to be intensified [24] and there is a need for better practices related to passing the knowledge from the field of physical culture to parents and their children [21]. Publications which are systematic literature reviews indicate that the programmes of extra-curricular activities are important for positive development of psycho-social and physical skills of children with disabilities [23]; however, increasing PA in this group is very complex and requires further research [28].…”