Encouraging Lifetime Physical Fitness

Ayvazoglu, Nalan R.; Ratliffe, Thomas; Kozub, Francis M.

doi:10.1177/004005990403700202

Cited by 8 publications

(5 citation statements)

References 5 publications

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“…Therefore, effective school-based interventions are urgently needed for this population. This is recognized by many educators, as reported by Ayvazoglu, Ratliffe, and Kozub (2004), who found that a considerably high percentage (73%) of the educators surveyed indicated that a curriculum guide for promoting increased physical activity for exceptional children would be very helpful. Developing and implementing an easy-to-use, enjoyable, and sustainable physical activity program for improving the health-related fitness among children with ID should be a priority and will serve as an important step toward the achievement of the North Carolina Healthy Active Children Policy goals.…”

Section: Resultsmentioning

confidence: 93%

Providing Physical Activity for Students with Intellectual Disabilities

Davis¹,

Hodson²,

Zhang³

et al. 2010

Journal of Physical Education, Recreation & Dance

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Section: Resultsmentioning

confidence: 93%

Providing Physical Activity for Students with Intellectual Disabilities

Davis¹,

Hodson²,

Zhang³

et al. 2010

Journal of Physical Education, Recreation & Dance

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“…As social skills may be learned, developed, and refined while interacting with peers during recess, decreases in time allocated to recess may hinder social skill development (Lynch & Simpson, 2010). Physical education classes may allow students to develop skills and habits that enhance health across their lives (Ayvazoglu et al, 2004;Hills et al, 2015). Art education may enhance school engagement, writing achievement, empathy, and compassion, while reducing inappropriate behaviors (Bowen & Kisida, 2019).…”

Section: Opportunity Costs For Teachers and Learnersmentioning

confidence: 99%

Improving learning science: Evaluating and comparing academic interventions using measures of learning speed

Skinner

Fowler

Cates

et al. 2023

Psychology in the Schools

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Measures of learning speed (i.e., the amount of learning/cumulative time learner spends engaged in an intervention) are rarely included in research designed to evaluate and compare academic interventions. We build a case that includes analyses of learning speed metrics in academic intervention research can provide more useful information for prevention and remediation efforts, deter researchers from drawing misleading data‐based conclusions, and promote scientific parsimony. Research is reviewed where the same learning data is analyzed across different metrics (i.e., same amount of learning, different measurement scales) including learning per event, learning speed, and growth. Patterns are analyzed and examples are provided that demonstrate how altering metrics can influence relative effectiveness conclusions and applied recommendations when researchers compare two or more interventions, conduct component analysis or optimization studies, and apply meta‐analytic techniques. Opportunity costs for learners, educators, and learning scientists that may be caused by failure to measure learning speed are identified and analyzed. Our review and analyses support the conclusion that, in most instances, researchers can better inform prevention and remediation efforts by including precise measures of learning speed as dependent variables when they evaluate and compare interventions designed to enhance academic skills. Limitations and challenges associated with measuring learning speed are described and directions for future research are provided.

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“…The lower levels of cardiorespiratory fitness and muscular strength of children with intellectual disabilities than those without intellectual disabilities are a result of the fact that they do less physical activity and have less motivation to do physical activity (Pitetti, Beets, & Combs, 2009). Children with intellectual disabilities have inactive lifestyles or fewer opportunities for physical exercise, and they have high health risks (Ayvazoglu, Ratliffe, & Kozub, 2004).…”

Section: Introductionmentioning

confidence: 99%

Circuit Training Intervention for Adaptive Physical Activity to Improve Cardiorespiratory Fitness, Leg Muscle Strength Static and Balance of Intellectually Disabled Children

Sumaryanti¹,

Tomoliyus²,

Ndayisenga³

2019

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Physical activity intervention programmes have been found to effectively improve cardiorespiratory fitness, strength, and balance. However, few studies thus far have examined the effects of a circuit training physical activity adaptive programmed to improve the cardiorespiratory fitness, leg muscle strength and balance of the static environment of children with intellectual disabilities. The purpose of this study was to examine the effects of the adaptive activity circuit training of six weeks performed three times per week on the cardiorespiratory fitness (VO2 max), leg muscle strength, and balance of intellectually disabled children. The research method was experimental with group pretest-posttest design. The subject of this study was 15 male students with mild intellectual disabilities aged from 15 to 17 years who followed sport extracurricular activities taken by random sampling. The cardiorespiratory fitness (VO2 max) measurement used the modified Queen's College Step Test; leg muscle strength was measured using a leg dynamometer; static balance was measured using a stork stand test. The data were analysed with a paired samples test using SPSS. The results showed significantly increased (p<0.05) cardiorespiratory fitness, leg muscle strength, and static balance at the end of the intervention period of the circuit training physical activity adaptive programme. It has been concluded that the circuit training physical activity adaptive programme of six weeks, at a frequency of three times per week was effective for improving cardiorespiratory fitness (VO2 max), leg muscle, strength and balance.

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Encouraging Lifetime Physical Fitness

Cited by 8 publications

References 5 publications

Providing Physical Activity for Students with Intellectual Disabilities

Providing Physical Activity for Students with Intellectual Disabilities

Improving learning science: Evaluating and comparing academic interventions using measures of learning speed

Circuit Training Intervention for Adaptive Physical Activity to Improve Cardiorespiratory Fitness, Leg Muscle Strength Static and Balance of Intellectually Disabled Children

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