Tempelman, D. (Dennis) (2021) Physical activity dose received during implementation of Fit & Vaardig in special needs education: A pilot study. thesis, Human Movement Sciences.
Full text available on request.Abstract
Introduction Children in special needs education (SNE) are becoming less physically active every year. Improving their physical activity (PA) is therefore a necessity. One school-based PA intervention already implemented in regular primary schools is the Fit & Vaardig program. Research examining implementation of an adapted intervention is important. During implementation, PA dose received is an important factor to examine. The aim of this study is to implement the F&V program in SNE. This study specifically examines the effect of characteristics of the children (gender, group, learning delay and behavioural disorders) and the lessons (content of the lessons and sub-lessons) on the PA dose received. Methods In total thirteen children (8.22 ± 0.34 years) participated in this study, divided in two groups (group 3 and 4). PA was measured using ActiGraph GT3X accelerometers and was divided into five different intensity levels (SED, LPA, MPA, VPA and MVPA) using the Evenson cut-off scores. There were two measurement days, of which the first day consisted of three mathematical sub-lessons and the second day consisted of two language sub-lessons. Results For the characteristics of the children, children in group 3 spent on average 11% more time being LPA and 17% less time being SED than with the children in group. Children with a medium language delay spent on average 8% more of the time being in VPA during the language lessons than with children with a large language delay. Children without a behavioural disorder spent on average 10% of the time being more VPA and MVPA than with a behavioural disorder. During the mathematical lessons, children spent on average 12% more time in MVPA and 16% less time in SED than with the language lessons. During the first mathematical sub-lesson, the children spent more time in VPA and MVPA and less time in SED and LPA than with the second and third sub-lesson. For the language lesson, the children spent more time in LPA in the sub-lesson 1 than with sub-lesson 2. Conclusion The F&V program was successfully implemented in SNE, however adaption of the performed exercises, such as replacing sedentary exercises with more active exercises, is necessary to increase the PA of the children in SNE and yield similar results as the original F&V program.
| Item Type: | Thesis (UNSPECIFIED) |
|---|---|
| Supervisor name: | Smith, dr. J. and Hartman, dr. E. |
| Faculty: | Medical Sciences |
| Date Deposited: | 16 May 2022 07:31 |
| Last Modified: | 16 May 2022 07:31 |
| URI: | https://umcg.studenttheses.ub.rug.nl/id/eprint/3325 |
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