Examining the Physical Activity Levels of Youth with Intellectual and Developmental Disabilities During Physical Education and Recess

Introduction: It is currently believed that children with intellectual and/or developmental disabilities (IDD) are less physically active than their peers. The school setting may offer a promising solution to allow children with and without IDD to engage in physical activity (PA). However, the current school-based PA levels of this population remain unclear. Therefore, the purpose of this investigation was to compare the PA levels and related context of youth with and without IDD during the total school day, physical education, and recess. Methods: A total of 13 children (n = 3 with IDD) enrolled in first- and second grade participated in the investigation. Accelerometry was used to assess the PA levels during the total school day, physical education, and recess. Additionally, PA was assessed using the System for Observing Fitness Instruction Time (SOFIT) and Observational System for Recording Physical Activity in Children-Elementary School (OSRAC-E) during physical education and recess, respectively. Results: During the school day, children with IDD spent less time engaging in sedentary activities (p = .032) and more time engaging in moderate intensity activities (p = .011). During an inclusive physical education class, children spent a majority their time in the seated position (56%) and engaged in the management lesson context (51%). Additionally, about 33% of the time with spent accumulating moderate to vigorous intensity PA. During recess, both children with and without IDD spent a majority of the period engaged in sedentary and light PA. Finally, during recess, children with IDD preferred solitary play compared their peers that preferred to be in a group or with another peer. Conclusion: It appears that it is possible for children with IDD to accumulate PA during the school day. However, these individuals seem to participate in non-traditional PA isolated from their peers.