College years are an experimental phase in young adulthood and can lay the foundation for lifelong behaviors. One type of behavior developed during these years is the use of leisure-time physical activity (LTPA). LTPA experiences of typical college students have been examined, but there is a lack of studies examining the experiences of students with disabilities. The purpose of this inquiry is to understand the experiences of college students with disabilities and their LTPA, with focus on factors that facilitate or create barriers to engagement. Grounded theory was used to understand LTPA with undergraduates with mobility or visual impairments. Results indicated a theme of culture of physical activity and disability as they received a message that engagement in LTPA was “unnecessary” or “heroic,” which altered their LTPA experiences. Barriers to LTPA can be understood through a social relational lens to recognize the multidimensionality of barriers and facilitators to LTPA.
Edited by Phil Esposito
Rachel E. Klaren, Elizabeth A. Hubbard, Weimo Zhu, and Robert W. Motl
This brief research note examined the reliability of scores from an accelerometer as measures of sedentary and physical activity behaviors in persons with multiple sclerosis (MS). The analysis was performed on a combined data set from 2 previous longitudinal investigations of physical activity in MS. We focused on the number of days required to reliably estimate sedentary behavior, based on time spent in sedentary behavior per day and number of sedentary breaks, number of long sedentary bouts, and average length of sedentary bouts per day. We further examined the number of days required to reliably estimate physical activity behavior, based on time spent in light and moderate-to-vigorous physical activity and average length of activity bouts per day. Between 4–6 days of monitoring and 3–7 days of monitoring were necessary for good reliability of scores from all sedentary outcomes and physical activity outcomes, respectively. These results should guide research and practice examining sedentary and physical activity behaviors using accelerometry in persons with MS.
Jennifer Leo and Donna Goodwin
The purpose of this interpretative phenomenological analysis study was to explore the meaning persons who experience disability ascribed to disability simulations as a pedagogical tool. Reflective writing, one-on-one interviews, and field notes were used to gather information on disability simulation use in a required postsecondary kinesiology course. Seven people who use wheelchairs full time (3 men, 4 women), ranging in age from 28 to 44 yr (average age = 36) shared their perspectives. The thematic analysis revealed 3 themes. The theme “Disability Mentors Required” revealed the participants’ collective questioning of their absence from the design and implementation of disability simulations. “Life Is Not a Simulation” illustrated the juxtaposition of disability reality and disability simulations. “Why Are They Laughing?” contrasted the use of fun as a strategy to engage students against the risk of distracting them from deeper reflection. Through the lens of ableism, the importance of disability representation in the development and implementation of disability simulations was affirmed as a means to deepen pedagogical reflexiveness of their intended use.
Michael R. Esco, Brett S. Nickerson, Sara C. Bicard, Angela R. Russell, and Phillip A. Bishop
The purpose of this investigation was to evaluate measurements of body-fat percentage (BF%) in 4 body-mass-index- (BMI) -based equations and dual-energy X-ray absorptiometry (DXA) in individuals with Down syndrome (DS). Ten male and 10 female adults with DS volunteered for this study. Four regression equations for estimating BF% based on BMI previously developed by Deurenberg et al. (DEBMI-BF%), Gallagher et al. (GABMI-BF%), Womersley & Durnin (WOBMI-BF%), and Jackson et al. (JABMI-BF%) were compared with DXA. There was no significant difference (p = .659) in mean BF% values between JABMI-BF% (BF% = 40.80% ± 6.3%) and DXA (39.90% ± 11.1%), while DEBMI-BF% (34.40% ± 9.0%), WOBMI-BF% (35.10% ± 9.4%), and GABMI-BF% (35.10% ± 9.4%) were significantly (p < .001) lower. The limits of agreement (1.96 SD of the constant error) varied from 9.80% to 16.20%. Therefore, BMI-based BF% equations should not be used in individuals with DS.
Viviene A. Temple, P. Lynn Purves, Robyn Misovic, Coral J. Lewis, and Carrie DeBoer
Many children with disabling conditions do not acquire the skills to successfully ride a 2-wheeled bicycle. The aim was to describe cycling patterns before and after an innovative learn-to-ride bike camp and factors that facilitate or hinder the generalization of skills developed at camp to home. Parents and children participated in semistructured interviews 3–4 mo postcamp. Transcripts were examined deductively for participation and contextual influences using a template of codes approach. None of the children were successfully riding a 2-wheeled bicycle before camp. Two patterns of participation were evident from narrative descriptions of postcamp riding: “riders” and “not there yet.” Major facilitating factors were the camp itself, the interaction between the camp and the health service, and continued parent involvement. The program transferred well to home for children who were riding independently on the last day of camp. Ongoing support is needed for children “not there yet.”