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

in Adapted Physical Activity Quarterly
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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.

The author is with the Department of Physical Education at the National Kaohsiung Normal University in Taiwan. E-mail: chpan@nknucc.nknu.edu.tw

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