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This study was undertaken to initiate a standardized methodology model for reporting cardiovascular fitness (CVF) for youths in the US and to compare the CVF of youths from a Midwestern metropolitan area to their international and US peers. Participants were 795 youths 8–18 yrs old. The 20-m shuttle-run test (20MST) was used to determine CVF and body composition was determined by body mass index (BMI). Comparative analysis was made by sex and age. Participants in this study showed similar CVF levels with their US peers, but when compared with their international counterparts, they demonstrated considerably lower CVF and higher BMI.

The purpose of this study was to twofold: to determine reliability of peak performance as measured by peak heart rate (HR_peak) during the Progressive Cardiovascular Endurance Run (PACER) and a treadmill stress test (TM); and to compare the PACER and the TM. The sample consisted of 42 participants 8 to 21 years old with mild mental retardation. Participants completed two PACERs followed by two TMs separated by a minimum of 48 hr. Data collected were HR for the PACER and TM; PACER laps completed; and TM endurance time (min). Intraclass correlations were computed separately for males and females in order to assess the reliability of PACER laps, HR_peak, and TM time. Results indicated high reliability for both males and females on PACER laps and TM HR_peak, and for males on PACER HR and TM time; moderate reliability was observed for females on PACER HR_peak and TM time. No significant differences were detected within or among trials. These findings indicate that youth with mild mental retardation exhibit consistent peak performance on the PACER and TM tests; therefore, PACER can be used for surveillance of aerobic fitness in this population.

The aim of this study was to investigate the effects of a school-based cardiovascular-fitness-training program in children with mental retardation (MR). Thirty boys (8−15 years old) with mild to moderate mental retardation were randomly divided into 2 groups—experimental (EX) and control (CN). The EX group underwent 10 weeks of training 3 times/week for a duration of 1 hr/session at 60-80% peak heart rate. At Week 10, significant increases in 20-m shuttle-run-test (20-MST) laps were observed for the EX group. No improvements were found in percent body fat. No changes were observed for the CN. The school-based training program might prove useful in improving the cardiovascular fitness of children with MR.

Pedometer accuracy for steps and activity time during dynamic movement for youth with intellectual disabilities (ID) were examined. Twenty-four youth with ID (13 girls, 13.1 ± 3.2 yrs; 11 boys, 14.7 ± 2.7 yrs) were videotaped during adapted physical education class while wearing a Walk4Life 2505 pedometer in five locations around the waist. Researchers viewed each videotape and recorded observed steps and activity time. Observed findings were compared with pedometer recorded steps and time. On average, pedometer registered steps were underestimated by approximately 14% ± 16.5%, whereas pedometer registered time was overestimated by approximately 8.7% ± 21.8%. The findings indicate that the accuracy of pedometers may be compromised during dynamic movement for youth with ID.

Background: Direct observation protocols may introduce variability in physical activity estimates. Methods: Thirty-five physical education lessons were video recorded and coded using the System for Observing Fitness Instruction Time (SOFIT). A multistep process examined variability in moderate to vigorous physical activity (MVPA%; walking + vigorous/total scans). Initially, per-SOFIT protocol MVPA% (MVPA%SOFIT) estimates were produced for each lesson. Second, true MVPA% (mean MVPA% of all students using all observations, MVPA%true) estimates were calculated. Third, MVPA% (MVPA%perm) was calculated based on all permutations of students and observation order. Fourth, physical education lessons were divided into 2 groups with 5 lessons from each group randomly selected 10,000 times. Group MVPA%perm differences between the 10 selected lessons were compared with the MVPA%true difference between group 1 and group 2. Results: Across all lessons, 10,212,600 permutations were possible (average 291,789 combinations per lesson; range = 73,440–570,024). Across lessons, the average absolute difference between MVPA%true and MVPA%SOFIT estimates was ±4.8% (range = 0.1%–17.5%). Permutations, based on students selected and observation order, indicated that the mean range of MVPA%perm estimates was 41.6% within a lesson (range = 29.8%–55.9%). Differences in MVPA% estimates between the randomly selected groups of lessons varied by 32.0%. Conclusion: MVPA% estimates from focal child observation should be interpreted with caution.