PHEAPA Research and Publications

ABSTRACT

We examined the association between physical activity (PA), body mass index (BMI) and novel measures of subclinical cardiovascular disease (CVD) in 15 children with autism spectrum disorder (ASD) (mean age 7±2 years, 2 girls). PA was objectively assessed using accelerometry as time spent in moderate-vigorous physical activity (MVPA). Arterial stiffness was measured via aortic pulse wave velocity (PWV) and taken as a marker of subclinical CVD risk. MVPA was inversely associated with aortic PWV (r =−0.46, p<0.05). BMI percentile was positively associated with aortic PWV (r=0.61, p<0.05). Overall findings suggest that reduced PA and higher body mass in children with ASD are associated with increased arterial stiffness which may have a detrimental impact on overall cardiovascular health.

ABSTRACT
Introduction: Measurement of Blood Pressure (BP) in children provides insight into future Cardiovascular Disease (CVD) risk.
Objective: To examine the feasibility and reliability of home BP monitoring in children with Autism Spectrum Disorder (ASD) and compare to office BP measurement.
Methods: Seven day home BP monitoring was completed using an electronic device in 16 children with ASD (mean age 7 ± 3, n = 2 girls) and compared with a single “office” BP measure. Parents were asked to take two measures in the morning and two measures in the early evening.
Results: Eleven parents were able to obtain >75% of measures with eight of those 11 parents obtaining >90% of measures. There were no statistical differences between mean office Systolic BP (SBP) and mean home SBP (mean difference 2 ± 9 mmHg, p = 0.46) or mean office Diastolic BP (DBP) and mean home DBP (mean difference 1 ± 7 mmHg, p = 0.68). The correlation between home and office SBP was r = 0.44 (p = 0.02). The correlation between home and office DBP was r = 0.43 (p = 0.05). Home SBP correlated with age, height and BMI (p < 0.05) while office SBP did not (p > 0.05). Three days with 4 measurements/day was sufficient to achieve reliable home BP measurements (G > 0.8).
Conclusion: Home BP monitoring is feasible in children with ASD, is associated with typical correlates (age, height), and is better associated with obesity status (BMI) than office BP measurement.

ABSTRACT

Background: The effects of dance on improving the symptoms of individuals with Parkinson’s disease (PD) is well documented. Augmented reality devices, such as Google Glass, may be used to implement dance interventions to improve mobility and balance.
Objective: To evaluate the feasibility, safety, and acceptability of a mobile dance intervention and obtain preliminary efficacy estimates for assessment of the research protocol.
Methods: Seven participants with PD were asked to use Google Glass preloaded with Moving Through Dance modules for three weeks. Changes in motor functions (balance, mobility) and non-motor functions (mood, quality of life) were evaluated before and after completion of the intervention.
Results: Recruitment rate was 50%, retention rate was 100%, and adherence to usage was 95%. The intervention was safe and accepted by participants. Use of Moving Through Glass improved mobility with a cognitive load (F(1, 5) 1⁄4 10.76; p < 0.05). However, there were no significant changes to the participants’ balance scores, quality of life or mood.
Conclusions: The outcomes of this pilot study suggest that Moving Through Glass, as a mobile dance intervention, may be a safe way to increase physical activity through dance in individuals with PD. Its efficacy should be investigated in a properly powered randomized controlled trial.

ABSTRACT

The purpose of this study was to examine the experiences of people with Parkinson’s (PwP) and their care partners (CPs) who participated in a Parkinson’s-focused community dance class in a northeastern state of the United States. In this qualitative inquiry, participants included five PwP and their respective CPs (n = 5). Three major, recurrent, and interrelated themes emerged from the data. These themes were (a) keep moving, (b) compassion in action, and (c) acceptance and freedom in dance. These themes captured personal and environmental factors that influenced the participation of PwP and their CPs in a dance class and how they perceived that dance influenced their quality of life. The themes described the obstacles, motives, and perceived outcomes of participating in dance. The findings emphasize the need for future dance interventions and programs that consider the CPs’ role in promoting participation for PwP in dance classes.

Individuals with Parkinson’s disease (PD) experience complications with motor ability, such as impaired balance,
movement fluidity, and speed, that can limit their physical activity opportunities. The non-motor symptoms associated with PD can include mood disorders, social isolation, cognitive impairments, and declined self-efficacy. Dance has been proven to be a beneficial form of physical activity for this population. The purpose of this article is to describe the multiple benefits individuals with PD can obtain by attending dance class. It is our intention to provide readers with strategies and recommendations to implement a dance program for individuals with PD in their community.

ABSTRACT

The purpose of this systematic review was to examine published research literature pertaining to dance programs for school-age individuals with disabilities by describing study characteristics and major findings. Electronic database searches were conducted to identify relevant articles published between January 2008 and August 2018. Sixteen articles met all inclusion criteria, and extracted data from the articles included major findings, study design characteristics (e.g., sample size), and dance program characteristics (e.g., location of program).
The methodological quality of each study was assessed using the Crowe Critical Appraisal Tool. Major findings expand on previous reviews on dance by including school-age individuals with disabilities. The critical appraisal of the articles demonstrates a gap in study design rigor between studies. Future research should aim to specify sampling strategies, use theories to frame the impact of dance programs, and provide a thorough description of ethical processes and dance classes.

Research supports that dance provides physical and psychological benefits to individuals with and without disabilities (Masunah, 2016). Students with disabilities can specifically benefit from dance because it can be easily modified and encourages self-expression. Therefore, general physical educators and adapted physical educators can play a key role in introducing dance to students. Confidence in teaching dance as part of the physical education curriculum is positively associated with experience in dance (Maclean, 2007), experience that many physical educators may not have. Thus, the purpose of this paper is to provide strategies that might assist teachers and physical activity professionals to confidently implement adapted dance fitness classes or programs in schools or communities. This article can serve as a framework for teachers to increase comfort level and improve the success of students during adapted dance fitness classes.

ABSTRACT

The Test of Gross Motor Development-3 is one of the most popular assessment tools in physical education and physical activity settings. It is a valid assessment originally designed to administer in-person, but the virtual administration of the assessment has yet to be deemed feasible. Thus, the purpose of this study was to explore the trial feasibility of virtual data collection using the Test of Gross Motor Development-3 to assess the fundamental motor skills of children with autism spectrum disorder. Most specifically, we report on the design and feasibility of the online assessment process. A total of 22 families of children with autism spectrum disorder participated in the online data collection.

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Background: Nationwide research indicates that children with visual impairment have limited participation in recreational and sport activities than their peers. This is due in part to the lack of recreational opportunities and facilities, as well as a lack of awareness by parents of how and where their children can participate. The purpose of the current study was to explore the experiences of Latino families of children with visual impairments living in Guatemala regarding physical recreation. Participants were Latino parents (N = 13) who have children with visual impairments recruited from a sport camp.

Methods: Qualitative data were gathered through one-on-one interviews that were transcribed and analyzed through a constant comparative analysis.

Results: Participating Latino families who resided in Guatemala City participated at least once a month in low budget recreational activities with their children with visual impairments. Activities were mostly done in local surroundings and led mainly by their mother. Benefits identified by the participants related to relaxation, socialization, and sense of independence, with minimal mention of health related benefits.

Conclusions: There is a need to disseminate information to the Latino community with children with visual impairments regarding the multiple benefits that arise from being involved in recreational physical activities.

The purpose of this study was to identify constraints related to active participation in physical recreation activities and strategies to overcome those constraints from the perspective of Guatemalan families with children with visual impairments. Methods: Participants in this study were Hispanic parents (N = 13) of children with visual impairments attending a sports camp held in Guatemala City, Guatemala. Qualitative data were gathered
through one-on-one interviews. Results: Results of this study indicate that Hispanic families who reside in Guatemala City face constraints that impact their physical recreation choices, although they manage to engage in activity whenever possible and try to do the very best for their children with visual impairments. Conclusion: Families voiced their desire to receive help from governmental agencies to establish community programs and activities for family participation.

ABSTRACT

Background: Researchers seldom focus on the services needed for Hispanic children with ASD, especially in regard to physical activity (PA).
Purpose: The purpose of this study was: (a) to explore why Hispanic families with children with ASD seek out and participate in PA, and (b) to describe the strategies and supports needed by Hispanic families of children with ASD to improve PA participation.
Methods: Participants in this descriptive-qualitative study were Hispanic parents of children with ASD (n = 9) who participated in one-on-one semi-structured telephone interviews. Interviews were transcribed and then analyzed using thematic line-by-line analysis.
Results: Two major themes emerged from the data: 1) Personal Responsibility and 2) “Every Day is a Different Challenge”. Parents were motivated to engage in PA because of perceived health benefits for themselves and their children. Parents faced familial and external barriers that impacted their participation. Participants commented on the role of culture (e.g., customs, lack of family support after immigration) in the context of these barriers.
Implications: Further research is needed regarding culturally responsive PA interventions for Hispanic families with children with ASD.

ABSTRACT

Purpose: Physical activity (PA) provides multiple benefits to children with visual impairments (VI) and their
families. However, the empirical literature base is underdeveloped on how family PA experiences impact participation for children with VI. The purpose of this study was two-fold; that is: (a) to explore why families with children with VI seek out and participate in PA, and (b) to describe the strategies and supports needed by families of children with VI to improve PA participation.
Method: The research method was descriptive–qualitative positioned in the theoretical framework of the theory of planned behavior. Participants were parents of children with VI (n 1⁄4 10) who took part in one-on-one semi-structured telephone interviews. Interview recordings were transcribed and analyzed using a thematic line-by-line analysis.
Results: Three salient, recurrent, and interrelated themes emerged from the data analyses. These themes were: (a) committed, (b) challenged, and (c) access.
Conclusions: Findings revealed that parents valued PA, but they lacked the skills to teach and advocate for their children regarding PA. As a consequence, parents voiced the need for a support system that would allow their families to be more physically active.

ABSTRACT

Acknowledging and understanding parental perceptions and experiences surrounding physical activity (PA) is crucial to promoting participation in PA for children with visual impairments (VI) given that parents strongly influence their children’s participation in physical activities. The purpose of this study was to understand parents’ perceptions regarding PA experiences for their family and children with VI. Participants in this study were parents of children with VI (N=10) who took part in one-on-one semi-structured phone interviews that were transcribed and then analyzed through a thematic line by-line analysis. Two themes emerged from the analysis of the data: (1) Health, Social, and Psychological Benefits and (2) Multifaceted Barriers. The parents in
this study valued PA and had high PA expectations for their children; however, they struggled to overcome multiple barriers – most notably their limited ability to motivate their children to be physically active.

ABSTRACT

Using a grounded theory approach, the aim of this study was designed to explore parental perspectives with children who have CHARGE syndrome and their children’s experiences in physical education. Participants included 10 mothers of children with CHARGE syndrome ages 6 to 23 years old. The parents completed a demographic survey and participated in a semi-structured interview where they discussed their perspectives on their child’s physical education services. The interviews were audio-recorded, transcribed, and analyzed using an open coding analysis. Three independent themes were revealed: (a) holistic expectations, (b) multifaceted barriers, and (c) facilitators to quality physical education. The perspectives shared by parents indicated that parents do find physical education services, an important part of the educational program. However, the existing programs did not meet the parents’ expectations specific to programming for children with CHARGE syndrome.

ABSTRACT

Despite having the desire to become physically active as a family, parents of children with visual impairments often lack the skills and resources needed to provide appropriate physical activities (PAs) for their children. The purpose of this study was to explore the intentions of parents of children with visual impairments toward including their children in PAs after participating in a PA program. In this descriptive qualitative study, the participants were 10 parents of children with visual impairments. A series of workshops were designed to provide
parents with the skills and resources needed to promote PA for their family. Upon completion of the workshops, parents took part in one-on-one semistructured interviews that were subsequently transcribed and analyzed using a thematic line-by-line process. Two interdependent themes emerged from the data analyses: (a) eye-opening experiences and (b) transformed, more hopeful, and optimistic outlook. The results revealed that through the PA intervention, parents learned teaching strategies that were intended to increase their PA opportunities and garnered resources that allowed them to teach their children to participate in PA.

ABSTRACT

Purpose: Physical activity participation is essential for the healthy development of basic locomotor skills and for the overall wellbeing of children. Unfortunately, for children with visual impairments the opportunities to engage in physical activity are limited compared with their peers without disabilities. The purpose of this study was to determine and analyze the intentions of parents to include their children with visual impairments, as well as their entire family in physical activities after participating in a physical activity intervention. Methods: This descriptive-qualitative study was situated in the theory of planned behavior. On completion of a series of workshops, 10 parents took part in individual semi-structured interviews that were subsequently transcribed and analyzed using a thematic line-by-line analysis. Results: Through the data analysis three major themes emerged: (a) increased confidence, (b) influence on future intentions, and (c) conditional intentions. Conclusions: Results revealed that the physical activity intervention provided parents with an opportunity to engage their child in physical activities and to gain a deeper understanding of their child’s disability. Consequently, the intervention enhanced parent’s perceived teaching abilities and skills regarding physical activity.

ABSTRACT

Background: Parents’ perceptions of physical activity (PA), in particular, are critically important because children with disabilities are often dependent on their families to be able to engage in physical activities. Thus, adapted physical activity scholars have acknowledged the need for research addressing the perceptions of parents of youth with disabilities regarding their child’s PA engagement. Purpose: The purpose of this review was to examine published research literature pertaining to parents’ perspectives toward physical activity of youth with disabilities by describing study characteristics and major findings. Methods: Electronic database searches were conducted to identify relevant articles published between January 2007 and January 2018. Results: Thirty-two articles met all inclusion criteria, and relevant data such as participant characteristics, theories, measurements, and dependent variables were extracted from them. Of the 32 studies, 26 were descriptive, and six were correlational. Seventeen studies explicitly stated a theoretical or conceptual framework. Conclusions: Major findings suggest that parents have reported multiple motives to engage their children with disabilities in physical activity. However, numerous barriers (e.g., lack of program, lack of time, children’s disability) were reported that negatively impact physical activity participation. As such, parents are calling for the need for training provided by qualified professionals to enhance participation for their children with disabilities.

Introduction: Ongoing communication with parents and the acknowledgment of their preferences and expectations are crucial to promote the participation of physical activity by children with visual impairments. Purpose: The study presented here explored parents’ perceptions of physical activity for their children with visual impairments and explored barriers to physical activity. Methods: The 11 parents of children with visual
impairments took part in one-on-one semistructured interviews that were transcribed and then analyzed through a constant comparative analysis. Results: Three themes emerged from the analysis of the data: the holistic benefits of physical activity, barriers to physical activity, and solutions to physical activity. Discussion: The results revealed that the parents valued and had high expectations for physical activity for their children; however, they believed that there were multiple barriers to overcome. Implications for practitioners: Adapted physical education and recreational professionals must include parents in planning and implementing physical education and physical activity programs. Infusing information about physical activity and physical education in the professional preparation of teachers of students with visual impairments is also part of this important solution. Last, preteaching basic foundational skills for movement and sports is important to ensure the participation of children with visual impairments in physical education and recreational activities later in life.

Background: Nationwide research indicates that children with visual impairment have limited participation in recreational and sport activities than their peers. This is due in part to the lack of recreational opportunities and facilities, as well as a lack of awareness by parents of how and where their children can participate. The purpose of the current study was to explore the experiences of Latino families of children with visual impairments living in Guatemala regarding physical recreation. Participants were Latino parents (N = 13) who have children with visual impairments recruited from a sport camp. Methods: Qualitative data were gathered through one-on-one interviews that were transcribed and analyzed through a constant comparative analysis. Results: Participating Latino families who resided in Guatemala City participated at least once a month in low budget recreational activities with their children with visual impairments. Activities were mostly done in local surroundings and led mainly by their mother. Benefits identified by the participants related to relaxation, socialization, and sense of independence, with minimal mention of health related benefits. Conclusions: There is a need to disseminate information to the Latino community with children with visual impairments regarding the multiple benefits that arise from being involved in recreational physical activities.

ABSTRACT

The purpose of this pilot study was to examine the feasibility of a fundamental motor skills (FMS) intervention with two groups on the acquisition of FMS of children with autism spectrum disorders (ASD). We randomly assigned families (n = 15) of children with ASD aged 4–11 years into two groups (a workshop or a home-based group) focused on FMS development. Both groups participated in a 10-week intervention and were given the same instructional manual and adapted physical activity equipment. The workshop group also attended four in-person workshops targeting the needs of children with ASD and their parents. Children were tested on their FMS using the third edition of the Test of Gross Motor Development at the start and end of the intervention and then
three months following the intervention. The recruitment rate was 50%, and the retention rate was 80% for all participants. The intervention for groups was safe and accepted by the participants as evaluated by post-program interviews. The outcomes of this pilot study suggest that parents can facilitate the acquisition of FMS of their children with ASD. Although these results are positive, there is a need to further identify effective interventions for FMS development in children with ASD.

ABSTRACT

The purpose of this study was to examine the immediate and post effects of a parent-mediated physical activity intervention on the fundamental motor skills of autistic children. We randomly assigned parent-child dyads (n = 31) of autistic children aged 4–11 years into three groups (workshop, an online, or control group). Each dyad participated in a 12-week intervention and was given adapted physical activity equipment and over 200 activities via a mobile application. Children were tested at the start and end of the intervention. The effect size (Cohen’s d) of the control group for pre-post locomotor and ball skill scores were 0.12 and 0.06, respectively, indicating small effect size. The effect size of the online group for pre-post locomotor and ball skill scores were 49 and 0.26, respectively, indicating medium and small effect sizes. The effect size of the in-person group for pre-post locomotor and ball skill scores were 1.18 and 0.82, respectively, indicating large effect sizes. The outcomes of this
physical activity intervention suggest that parents may facilitate the acquisition of fundamental motor skills of their autistic children. Although these results are positive, there is a need to further identify effective interventions for fundamental motor skill development in autistic children.

ABSTRACT

Aquatics are the number one physical activity among children with visual impairments (VI). Because parents may lack proper skills in teaching their children with VI how to swim, in some cases, they are not able to enjoy one of their favorite activities. The purpose of this article is to present a description of an aquatic workshop for parents who were presented within the context of the Fit Families program for children with VI. The workshop informed parents of aquatic opportunities and skills they could implement for their child in the water. This workshop also allowed parents to learn and practice how to use an aquatic assessment instrument, as well as
discover a variety of new aquatic games and activities. With guidance from aquatic experts and university student volunteers, families participated in meaningful aquatic experiences. This dual approach facilitated the development of their competency in the water and determined a starting point for future swimming instruction.

ABSTRACT

Children with visual impairments (VI) and their families experience multiple barriers when trying to access physical activity opportunities. These barriers reduce family participation in sports and physical activities and lessen access to the well-known benefits. Basic mobility skills and orientation skills can be a challenge with low vision or no vision, and the professional field of Orientation and Mobility (O&M) can be useful in addressing barriers to physical activity. The purpose of this article is to describe two O&M workshops that were provided within the context of a larger physical activity program for parents of children with VI delivered for participants’ practical ideas and direct experience. This article will discuss detailed program and workshop components, rationales, design, and effective modifications for developing a similar program for children with VI and their
families. Previous studies have indicated parent need for this type of hands-on experience and comments from participating parents and their children identifies the effectiveness of this approach.

ABSTRACT

Purpose: Physical activity (PA) can provide multiple benefits for children with visual impairments (VI). To date, little research has explored the retention effects of PA interventions for children with VI. Thus, the purpose of this study was to explore the PA experiences of parents of children with VI three months after completing a PA intervention.
Method: This descriptive-qualitative study was situated in the Theory of Planned Behavior. Five parents completed semi-structured interviews that were transcribed and analyzed using a thematic line-by-line analysis.
Results: Four themes characterizing how parents created PA opportunities for their children with VI were constructed: (a) Teaching from Awareness (b) Advocating for Needs, (c) Engaging Family through Community, and (d) Seeking More PA Opportunities.
Conclusion: Parent’s awareness of their child’s abilities, parents’ advocacy, and parents’ teaching skills all helped to expose their children to new types of PA in the community. Parents reflected about a lack of consistently offered community-based PA for their children. Researchers must consider the importance of educating parents on how to teach skills, increase awareness, and advocate for more community-based PA programs.

Parents of children with Autism Spectrum Disorders (ASD) often struggle to find appropriate motor activities and sport programs that meet the needs of their children (reference). Researchers recognized that learning to regulate sensory stimuli can often be a barrier to participation in physical activities (PA) for children with ASD (Ben-Sasson et al., 2007). However, parents often lack the skills to modify PA while addressing the sensory needs of their children. The purpose of this article is to describe a one-day sensory integration/sensory motor activity workshop provided within the context of a larger physical activity program for parents of children with ASD. This workshop offered participants’ practical ideas, equipment, and direct experience addressing the sensory needs of children with ASD.

Children with visual impairments (VI) and their families experience multiple barriers when trying to access physical activity (PA) opportunities. These barriers limit family possibilities for enjoying the multiple benefits that arise from having active lifestyles. The purpose of this article is to describe a PA program that maximizes recreational and sport opportunities for children with VI and their families. Families and their children participated in four interactive workshops: (a) orientation and mobility, (b) motor development and physical activity, (c) aquatic opportunities, and (d) team sports. A research study was conducted as part of the program and some of the findings indicate that active participation from parents enhanced their ability to teach PA and games to their children.