Physical Activity in Adolescents with Autism Spectrum Disorders and Intellectual Disabilities during Inclusive Physical Education Lessons

2012 ◽  
Vol 14 (3) ◽  
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorders ◽  
Physical Education ◽  
Intellectual Disabilities ◽  
Autism Spectrum ◽  
Adolescents With Autism ◽  
Spectrum Disorders

School Time Physical Activity of Students with and without Autism Spectrum Disorders during PE and Recess

2008 ◽  
Vol 25 (4) ◽  
pp. 308-321 ◽  
Author(s):  
Chien-Yu Pan
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorders ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Autism Spectrum ◽  
School Time ◽  
Significant Difference ◽  
Students With Autism ◽  
Spectrum Disorders

This study compared moderate-to-vigorous physical activity (MVPA) of students with autism spectrum disorders (ASD) and students without disabilities during inclusive physical education and recess. Students (7–12 years) wore a uniaxial accelerometer in school for 5 consecutive school days. Results indicated a significant difference between settings, F(1,46) = 15.94,p < .01, partial eta2 = 0.26, observed power = 0.97. Students with and without ASD spent a higher proportion of time in MVPA during physical education than during recess, relative to the amount of time spent in those settings. In addition, structured physical education offers opportunities to increase students’ MVPA engagement.

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