Browse

Professional practice guided by the best research evidence is a usually referred to as evidence-based practice. The aim of the present paper is to describe five fundamental beliefs of adapted physical activity practices that should be considered in an 8-step research model to create evidence-based research in adapted physical activity. The five beliefs are individualization, critical thinking, self-determination, program effectiveness, and multifactor complexity. The research model includes conceptualize the problem, conduct research on the process of the problem, conceptualize and specify the intervention, evaluate intervention outcomes, evaluate intervention processes, determine person-by-treatment interactions, determine context-dependent limitations, and investigate factors related to intervention adoption maintenance. The eight steps are explained with reference to two research programs that used a randomized control group design.

The effect of stimulant medication use by children with attention deficit/hyper-activity disorder (ADHD) on the rating of perceived exertion (RPE)—heart rate (HR) relationship was examined. Children with ADHD (n = 20; 11.3 ± 1.8 yrs) and children without ADHD (n = 25; 11.2 ± 2.1 yrs) were studied. Children with ADHD were examined while on their usual dose of medication on the day of study. HR and RPE, using the OMNI RPE scale, were assessed during a graded exercise to peak voluntary effort. The RPE-HR relationship was determined individually and the intercept and slope responses were compared between groups. The intercept was 132.4 ± 19.5 bpm for children with ADHD and 120.6 ± 15.7 bpm for children without ADHD. The slope was 7.3 ± 1.9 bpm/RPE for the children with ADHD and 8.1 ± 1.6 bpm/RPE for the children without ADHD. For the group with ADHD the intercept and slope values fell outside of the 95% CI observed in the control group. The altered relationship between RPE and HR with stimulant medication use in children with ADHD has practical implications with respect to the use of HR and RPE to monitor exercise intensity.

This exploratory study described the experiences of choice in physical activity contexts for adults with mobility impairments. The experiences of 3 female and 2 males with mobility impairments between 18 and 23 years of age were described using the interpretive phenomenological methods of individual interviews, written stories, and field notes. Thematic analysis revealed three themes: (a) interpreting the setting described participants’ interpretation of the environment, person, and task when making movement choices; (b) alternative selection described how participants actively engaged in analyzing alternatives and choosing among them; and (c) implications of choices made described participants’ evaluations of good and bad choices and what was learned. Evidence of effective choice making among adults with physical impairments suggests the potential efficacy of ecological task analysis as a pedagogical tool in physical activity contexts.

This study examined the relationship between energy expenditure and wrist accelerometer output during walking in persons with and without Down syndrome (DS). Energy expenditure in metabolic equivalent units (METs) and activity-count rate were respectively measured with portable spirometry and a uniaxial wrist accelerometer in 17 persons with DS (age: 24.7 ± 6.9 years; 9 women) and 21 persons without DS (age: 26.3 ± 5.2 years; 12 women) during six over-ground walking trials. Combined groups regression showed that the relationship between METs and activity-count rate differed between groups (p < .001). Separate models for each group included activity-count rate and squared activity-count rate as significant predictors of METs (p ≤ .005). Prediction of METs appeared accurate based on Bland-Altman plots and the lack of between-group difference in mean absolute prediction error (DS: 17.07%; Non-DS: 18.74%). Although persons with DS show altered METs to activity-count rate relationship during walking, prediction of their energy expenditure from wrist accelerometry appears feasible.

Children with psychiatric disorders often demonstrate gross motor problems. This study investigates if the reverse also holds true by assessing psychiatric symptoms present in children with gross motor problems. Emotional, behavioral, and autism spectrum disorders (ASD), as well as psychosocial problems, were assessed in a sample of 40 children with gross motor problems from an elementary school population (aged 7 through 12 years). Sixty-five percent of the sample met the criteria for psychiatric classification. Anxiety disorders were found most often (45%), followed by ASD (25%) and attention deficit hyperactivity disorders (15%). Internalizing (51%) and social problems (41%) were prominent, as was “stereotyped behavior” (92%) and “resistance to changes” (92%). Self-perceived incompetence was restricted to domains that were indeed impaired (i.e., the athletic and social domains). The results suggest that children with gross motor problems are strongly at risk for psychiatric problems including anxiety, internalization, and ASD.