Journal
ADAPTED PHYSICAL ACTIVITY QUARTERLY
Volume 25, Issue 3, Pages 247-259Publisher
HUMAN KINETICS PUBL INC
DOI: 10.1123/apaq.25.3.247
Keywords
-
Categories
Ask authors/readers for more resources
This study compared physical education (PE) and recess in two markedly different special schools for children with mild intellectual disabilities; one school had a reputation for focusing on sports (High Sport Focus-HSF) and the other did not (Low Sport Focus-LSF). Data were collected in 24 PE classes and 48 recess periods using a validated observation system. During both PE and recess, HSF students engaged in physical activity (PA) at greater intensity levels, but LSF students accrued more total activity min. Differences in PA during PE between the schools were associated with both lesson context and teacher behavior. The results suggest written (e.g., scheduling) and unwritten policies within schools affect children's activity levels.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available