ACTIVITY LEVELS IN ADOLESCENTS WITH COGNITIVE DELAYS: COMPARISON BETWEEN SCHOOL AND COMMUNITY PHYSICAL EDUCATION PROGRAMS

Abstract

1336 The purpose of this study was to examine physical activity levels of adolescents with cognitive delays (CD) participating in both school physical education (PE) classes and a community-based PE program. It was hypothesized that individualized instruction provided during the community PE program would result in more moderate-vigorous activity time, compared to group instruction provided during school PE classes. Five adolescents (4 males, 1 female) with mild-moderate CD volunteered to participate (mean±SD; age=15.4±2.2 yrs; wt=82.8±25.3 kg; ht=154.8±17.7 cm). Subjects attended public schools and received varying degrees of special education support services. Three subjects were in segregated PE and 2 were in integrated PE. The smallest student-teacher ratio in school PE classes was 8:2. All subjects were also enrolled in an after school, community-based program where they received one-on-one adapted PE instruction. Physical activity was measured using an accelerometer-based electronic motion sensor. Subjects were monitored one time in each setting, and accelerometer counts per minute were categorized according to light, moderate, vigorous, and very vigorous activity. Wilcoxin signed rank tests revealed no significant difference (P<.05) in activity levels between programs (school PE=76.0±13.0% light, 22.8±11.9% moderate, and 1.2±1.8% vigorous; community PE=72±15.5% light, 26.2±17.7% moderate, and 1.0±2.2% vigorous). Individualized instruction in the community PE program did not increase moderate-vigorous activity levels in these subjects. However, neither program was effective in producing the recommended 50% time devoted to moderate-vigorous activity. PE programs for adolescents with CD need to emphasize fitness activities and reduce motor skill instruction.