This study investigated the association between physical activity and self-perceptions such as body image, physical self-concept, and self-esteem among persons with an acquired physical disability in a non-Western population. Other personal variables such as gender and time of onset of disability were also examined. A convenience sample of 66 Hong Kong Chinese adults with an acquired physical disability were asked to complete a battery of questionnaires about their levels of physical activity and self-perceptions. Over 70% of the participants were not physically active enough to obtain health benefits. Contrary to studies focused on Western populations, the relationships between physical activity and self-perceptions were weak. The time of onset of disability, rather than activity level and gender, was more related to self-perceptions. The present study provides some evidence to advance our knowledge of self-perceptions in a non-Western population and highlights the importance of considering culture and social location in studying physical activity levels of those with an acquired physical disability.
Cindy H.P. Sit, Caren H.L. Lau, and Patricia Vertinsky
Cindy H.P. Sit, Koenraad J. Lindner, and Claudine Sherrill
The purpose was to examine sport participation (excluding physical education classes) of school-aged Chinese children with disabilities attending special schools in Hong Kong. A sample of 237 children, ages 9 to 19, attending 10 special schools in Hong Kong, responded to a sport participation questionnaire in individual interviews. Data were analyzed by gender, two school levels, and five disability types. Results relating to participation frequency and extent indicated that girls were significantly less active than boys. Children with physical disability, visual impairment, and mental disability were less active than children with hearing impairment and maladjustment. Children with different types of disabilities varied in their participation patterns and choices of physical activities as well as their motives for sport participation, nonparticipation, and withdrawal. We concluded that disability type is more related to children’s participation behaviors in sport and physical activities than to gender and school level.
Cindy H.P. Sit, Jessica W.K. Lam, and Thomas L. McKenzie
Interactive electronic games have recently been popularized and are believed to help promote children’s physical activity (PA). The purpose of the study was to examine preferences and PA levels during interactive and online electronic games among overweight and nonoverweight boys and girls.
Using a modification of the SOFIT, we systematically observed 70 Hong Kong Chinese children (35 boys, 35 girls; 50 nonoverweight, 20 overweight), age 9 to 12 years, during 2 60-minute recreation sessions and recorded their game mode choices and PA levels. During Session One children could play either an interactive or an online electronic bowling game and during Session Two they could play an interactive or an online electronic running game.
Children chose to play the games during 94% of session time and split this time between interactive (52%) and online (48%) versions. They engaged in significantly more moderate-to-vigorous physical activity (MVPA) during interactive games than their online electronic versions (70% vs. 2% of game time). Boys and nonoverweight children expended relatively more energy during the interactive games than girls and overweight children, respectively.
New-generation interactive games can facilitate physical activity in children, and given the opportunity children may select them over sedentary versions.
Cindy H.P. Sit, Thomas L. McKenzie, John M.G. Lian, and Alison McManus
This study compared physical education (PE) and recess in two markedly different special schools for children with mild intellectual disabilities; one school had a reputation for focusing on sports (High Sport Focus-HSF) and the other did not (Low Sport Focus-LSF). Data were collected in 24 PE classes and 48 recess periods using a validated observation system. During both PE and recess, HSF students engaged in physical activity (PA) at greater intensity levels, but LSF students accrued more total activity min. Differences in PA during PE between the schools were associated with both lesson context and teacher behavior. The results suggest written (e.g., scheduling) and unwritten policies within schools affect children’s activity levels.
Ester Cerin, Anthony Barnett, Man-chin Cheung, Cindy H.P. Sit, Duncan J. Macfarlane, and Wai-man Chan
This study examined reliability and validity of the Chinese version of the International Physical Activity Questionnaire–Long Form (IPAQ-LC) in Chinese seniors, including moderating effects of neighborhood walkability and socioeconomic status (SES) on reliability and validity. The IPAQ-LC was interviewer-administered (n = 96), accelerometer and 7-day walk-diary data were collected (n = 94), and the IPAC-LC was readministered (N = 92). Acceptable reliability was found for all measures of physical activity (PA) overall and across different types of neighborhood. Participants from highly walkable neighborhoods were more reliable at estimating walking for transport. Participants from low-SES areas were less reliable at estimating leisure-time PA and sitting but more reliable at estimating transport-related walking. IPAQ-LC walking was significantly related to light- but not moderate-intensity accelerometry-based PA. It was moderately to strongly related to a 7-day diary of walking. The data imply slow-paced walking, probably due to age, climate, and terrain. The findings suggest that the IPAQ-LC’s reliability and validity are acceptable in Chinese seniors.
Jie Yu, Cindy H.P. Sit, Angus Burnett, Catherine M. Capio, Amy S.C. Ha, and Wendy Y.J. Huang
The purpose of this study was to examine the effects of fundamental movement skills (FMS) training on FMS proficiency, self-perceived physical competence (SPC), physical activity (PA), and sleep disturbance in children with developmental coordination disorder (DCD) compared with children with typical development (TD). A total of 84 children were allocated into either experimental group (DCD[exp], TD[exp]) who received 6 weeks of FMS training or control groups (DCD[con], TD[con]). FMS were assessed using the Test of Gross Motor Development-2, whereas PA was monitored using accelerometers. SPC and sleep disturbance were evaluated using questionnaires. Results showed that the DCD[exp] group had significantly higher scores in FMS and SPC compared with the DCD[con] group at posttest. The DCD[exp] group scored lower in sleep disturbance at follow-up when compared with posttest. It is suggested that short-term FMS training is effective in improving FMS and SPC and reducing sleep disturbances for children with DCD.
Cindy H.P. Sit, Wendy Y.J. Huang, Stephen H.S. Wong, Martin C.S. Wong, Raymond K.W. Sum, and Venus M.H. Li
Background: Following the 2019 Hong Kong Para Report Card, the 2022 Hong Kong Para Report Card aimed to provide an updated and evidence-based assessment for nine indicators related to physical activity in children and adolescents with special educational needs and to assess the results using a SWOT (strengths, weaknesses, opportunities, and threats) analysis. Methods: Using a systematic process, the best available data on nine indicators were searched from the past 10 years and were assessed by a research work group. Letter grades were assigned and considered by stakeholders and auditors. Results: Four indicators were assigned a letter grade (overall physical activity: F [mixed device-measured and self-reported data]; sedentary behaviors: D [device-measured data]; active transportation: D−; government strategies & investment: C+). SWOT analysis highlighted opportunities for facilitating children and adolescents with special educational needs to achieve health recommendations. Conclusion: There were deteriorating trends in physical activity and sedentary behaviors. Effective, multilevel, and cross-sector interventions are recommended to promote active behavior in children and adolescents with special educational needs.