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Factors Associated with Participation in Physical Activity Among Canadian School-Aged Children with Autism Spectrum Disorder: An Application of the International Classification of Functioning, Disability and Health Bremer, Emily; Martin Ginis, Kathleen A.; Bassett-Gunter, Rebecca L.; Arbour-Nicitopoulos, Kelly P.
Abstract
We have a limited understanding of the socioenvironmental factors associated with participation in physical activity among school-aged children with autism spectrum disorder (ASD), particularly regarding how the school environment may influence their participation. Using the International Classification of Functioning, Disability and Health (ICF) as a framework, this study examined the effect of body functions and structure, activity, and personal factors on in-school physical activity; and whether in-school physical activity, considered a socioenvironmental factor, is associated with out-of-school physical activity (i.e., participation) among elementary school-aged children (6–13 years of age) with ASD. Parents of 202 children with ASD (78.2% boys; Mage = 9.4 years) completed an online survey, as part of a larger study, to assess their child’s functioning and physical activity in- and out-of-school. Results indicated that the majority of children (85.1%) did not meet physical activity guidelines. In-school physical activities significantly predicted out-of-school physical activities including leisure-time moderate-to-vigorous physical activity (R2 = 0.27, F(10,154) = 5.67, p < 0.001) and meeting the physical activity guidelines (R2 = 0.23, Χ2 (10) = 31.9, p < 0.001). These findings underscore the importance of supporting children with ASD to be physically active in school, which may impact physical activity levels out-of-school.
Item Metadata
Title |
Factors Associated with Participation in Physical Activity Among Canadian School-Aged Children with Autism Spectrum Disorder: An Application of the International Classification of Functioning, Disability and Health
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Creator | |
Contributor | |
Publisher |
Multidisciplinary Digital Publishing Institute
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Date Issued |
2020-08-14
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Description |
We have a limited understanding of the socioenvironmental factors associated with participation in physical activity among school-aged children with autism spectrum disorder (ASD), particularly regarding how the school environment may influence their participation. Using the International Classification of Functioning, Disability and Health (ICF) as a framework, this study examined the effect of body functions and structure, activity, and personal factors on in-school physical activity; and whether in-school physical activity, considered a socioenvironmental factor, is associated with out-of-school physical activity (i.e., participation) among elementary school-aged children (6–13 years of age) with ASD. Parents of 202 children with ASD (78.2% boys; Mage = 9.4 years) completed an online survey, as part of a larger study, to assess their child’s functioning and physical activity in- and out-of-school. Results indicated that the majority of children (85.1%) did not meet physical activity guidelines. In-school physical activities significantly predicted out-of-school physical activities including leisure-time moderate-to-vigorous physical activity (R2 = 0.27, F(10,154) = 5.67, p < 0.001) and meeting the physical activity guidelines (R2 = 0.23, Χ2 (10) = 31.9, p < 0.001). These findings underscore the importance of supporting children with ASD to be physically active in school, which may impact physical activity levels out-of-school.
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Subject | |
Genre | |
Type | |
Language |
eng
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Date Available |
2020-08-28
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Provider |
Vancouver : University of British Columbia Library
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Rights |
CC BY 4.0
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DOI |
10.14288/1.0394071
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URI | |
Affiliation | |
Citation |
International Journal of Environmental Research and Public Health 17 (16): 5925 (2020)
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Publisher DOI |
10.3390/ijerph17165925
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Peer Review Status |
Reviewed
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Scholarly Level |
Faculty
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
CC BY 4.0