Physical Activity of Preschoolers with Developmental Disabilities and Delays

Children with developmental disabilities and delays are at greater risk for developing overweight and obesity compared to typically developing peers. Participation in regular physical activity is a modifiable behavior that is consistently associated with improved weight status and other positive health outcomes. Previous studies have identified numerous individual- and environmental-level factors that associate with physical activity among school-age children with and without disabilities. However, little is known about physical activity behaviors and related correlates among preschool-aged children with disabilities (ages 3 – 5 years), especially while they are in preschool settings. Therefore, the overall purpose of this dissertation was to describe the physical activity behaviors of preschoolers with disabilities and to identify individual- and environmental-level factors that associate with physical activity during the preschool day. This dissertation was comprised of three studies. In the first study, an observational system for assessing physical activity and related environmental contexts was developed and reliability of the instrument was evaluated. Content validity of the instrument was established through literature reviews, expert consultations, and informal observations in inclusive and special education preschool settings. To determine reliability, paired observers followed a focal child while simultaneously, but independently, recording physical activity and environmental contexts. Reliability sessions occurred during 20% of observation sessions, and interval-by-interval percent agreement and kappa statistics were calculated. The findings of this study indicated that the new instrument, the Observational System for Recording Physical Activity in Children – Developmental Disabilities (OSRAC-DD), was reliable and suitable for use in inclusive and special education preschool settings. The second study described the physical activity behaviors of children with disabilities in preschools and identified individual-level factors that associated with physical activity. Mixed linear regression analyses were used to determine the association between objectively measured physical activity and individual-level factors including age, gender, race, diagnosis, level of impairment, motor skill levels, and parent education. All models were adjusted for wear time and preschool was included as a random effect. Results of this study indicated that physical activity was significantly associated with age, race, and diagnosis. Additionally, the preschool setting accounted for nearly half of the variance in physical activity among children with disabilities. The purpose of the third study was to describe associations between physical activity of children with disabilities and features of the preschool environment. Research assistants were trained to use the OSRAC-DD to directly observe the physical activity behaviors and preschool social and physical environmental characteristics of 34 preschoolers with disabilities. Logistic regression analyses were conducted with observation intervals as the unit of analysis and child nested within school as random effects. All models were adjusted for age, gender, diagnosis, and motor skill level. Findings from this study indicated that the physical activity levels of children with disabilities were associated with features of the physical and social environment within preschool settings. For example, children with disabilities were more likely to be physically active while outdoors compared to indoors and when in solitary or small group contexts compared to in larger groups with an adult present. Overall, these three studies describe the physical activity behaviors and related factors among young children with developmental disabilities in preschools. Findings revealed that specific individual- and environmental-level factors significantly associated with physical activity, and that the preschool setting accounted for nearly half of the variability in physical activity. These findings also highlight the importance of preschools as a setting for physical activity promotion of young children with developmental disabilities and the need to create, in preschools, environments that are supportive of physical activity. Collectively, results from the studies included in this dissertation support the application of a multilevel approach to understanding physical activity behaviors of young children with developmental disabilities in preschool settings

Group-Based Physical Activity Trajectories in Children Transitioning from Elementary to High School

Background Physical activity has been observed repeatedly to decline as children transition into adolescence; however, few studies have explored the possibility that sub-groups of children experience unique patterns of change during this transition. The purpose of this longitudinal study was to examine the physical activity trajectories in clusters of youth transitioning from 5th to 11th grade. Methods Participants (n = 652) were recruited as 5th graders (ages 10–12 years) from elementary schools (n = 21) in two school districts. Demographic, anthropometric, and physical activity data were collected once per year when children were in 5th, 6th, 7th, 9th, and 11th grades. Children wore accelerometers for 7 consecutive days. Group-based trajectory modeling statistical techniques were applied to identify patterns of physical activity trajectories. Posterior probabilities confirmed participants’ membership in their respective group. Results Three distinct physical activity trajectories were identified. Group 1 (n = 27) remained highly active over time, and physical activity increased from ages 14 to 16 years. Group 2 (n = 365) was active at baseline, but activity declined and remained low as group members aged. Group 3 (n = 260) had the lowest levels of physical activity at all ages, and activity declined from ages 10 to 16 years. Conclusions While most children experienced a decline in physical activity as they transitioned into high school, some remained highly active and increased their level of physical activity. Future studies should test physical activity interventions for youth that are tailored for age-related trajectory groups

Indicators of community physical activity resources and opportunities and variation by community sociodemographic characteristics: A scoping review

Objective: This scoping review synthesizes studies examining community-level variability in physical activity resource (assets) and opportunity (organized group physical activity services) availability by community sociodemographic characteristics to describe methodologies for measuring resources/opportunities, indicators characterizing availability, and associations between community-level sociodemographic characteristics and availability. Methods: A systematic search was conducted in MEDLINE, CINAHL, PsycINFO, and Scopus for literature through 2022. Eligible studies quantitatively examined measures of physical activity resource/opportunity availability by community-level racial, ethnic, and/or socioeconomic characteristics within geospatially defined communities. Extracted data included: community geospatial definitions, sociodemographic characteristics assessed, methodologies for measuring and indicators of community physical activity resource/opportunity availability, and study findings. Results: Among the 46 included studies, community geospatial units were defined by 28 different community boundaries (e.g., town), and 13% of studies were conducted in rural areas. Nearly all (98%) studies measured community-level socioeconomic status, and 45% of studies measured race/ethnicity. A total of 41 indicators of physical activity resource/opportunity availability were identified. Most studies (91%) assessed built environment resources (e.g., parks), while 8.7% of studies assessed opportunities (e.g., programs). Of 141 associations/ differences between community sociodemographic characteristics and resource/opportunity availability, 29.8% indicated greater availability in communities of higher socioeconomic status or lower prevalence of minority populations. The remaining findings were in the opposite direction (9.2%), non-significant (36.9%), or mixed (24.1%). Conclusions: Variability in physical activity resources/opportunities by community sociodemographic characteristics was not consistently evident. However, the indicators synthesized may be useful for informing population health improvement efforts by illuminating the physical and social conditions impacting population physical activity outcomes

Sociodemographic influences on youth sport participation and physical activity among children living within concentrated Hispanic/Latino rural communities

IntroductionLack of physical activity (PA) among children living in rural communities is a documented public health problem. Although studies have examined community conditions defined by a rural–urban dichotomy, few have investigated rural community conditions with a concentration of Hispanic/Latino people. This cross-sectional study examined sociodemographic characteristics associated with youth sport (YS) participation and daily PA among children living within concentrated Hispanic/Latino rural U.S. Midwest communities.MethodsDuring spring 2022, 97% of 3rd–6th grade children (n = 281, aged approximately 8–12 years) attending school in rural Midwestern communities (n = 2) with >50% concentration of Hispanic students participated in the Wellscapes Project, a community randomized trial. Participants completed the Youth Activity Profile and supplemental National Survey of Children’s Health questions assessing PA behaviors and YS participation. Caregivers of a subsample of children (n = 215; males, n = 93; females, n = 122) consented to pair their child’s survey results with school enrollment records (e.g., free/reduced lunch status and race and ethnicity). Mixed models with community as a random effect examined main and interaction effects of grade, sex, ethnoracial status, and family income on YS participation and these sociodemographic characteristics and YS participation on daily moderate-to-vigorous PA (MVPA).ResultsApproximately half of children participated in YS. Non-Hispanic White children (n = 82) were over five times more likely to participate in YS than Hispanic peers (n = 133) (OR = 5.54, 95% CI = 2.64–11.61, p < 0.001). YS participants accumulated 8.3 ± 2.3 more minutes of daily MVPA than non-participants (p < 0.001). Sixth graders, females, and Hispanic children reported lower daily MVPA than comparison groups (p < 0.05). Significant interaction effects on daily MVPA between grade and ethnoracial status (F(3, 204) = 3.04, p = 0.030) were also found.DiscussionDisparities in sport participation and PA outcomes based on sociodemographic characteristics exist among children living in ethnoracially diverse rural communities. Strategies to promote YS participation, including community structural changes, may help reduce PA disparities. The research provides valuable insights for policymakers, public health professionals, and community members to address YS participation barriers, not limited to cost, while considering other PA-promotion efforts to improve child population health

Social environmental influences on physical activity of children with Autism Spectrum Disorders

Master of Public HealthDepartment of KinesiologyDavid A. DzewaltowskiBackground: Children with Autism Spectrum Disorders (ASD) may be at greater risk for not meeting physical activity guidelines than neurotypical children (NT). Influences on physical activity (PA) of children with ASD are unclear and marked characteristics of the disorder pose challenges for developing interventions to promote PA. . The purpose of this study was to explore setting (free play versus structured) and group composition influences on ASD and NT young children's physical activity (LMVPA, MVPA) during a summer camp. Methods: Data were collected on 12 boys (5-6 years) attending an inclusive summer camp. During free play and structured activity sessions, research assistants observed the camp’s social environment and children’s PA using a modified version of the Observational System for Recording Physical Activity of Children – Preschool. Results: In a free play setting, children with ASD spent significantly less time in MVPA while with a peer (1.0% of session time), compared to being with a group of peers (12%) or when alone (13%). In free play, NT peers spent significantly more time in LMVPA when solitary (67%) compared to with a peer (38%) or with an adult (40%). In a structured setting, NT peers had greater LMVPA solitary (72%) social environments compared to being in a group with adult (34%). Conclusion: Preliminary evidence suggests that features of the social environment may influence PA levels of children with and without ASD. Depending on the setting, certain social group contexts may be more PA promoting than others

Social environmental influences on physical activity of children with autism spectrum disorders

Background: Children with Autism Spectrum Disorders (ASD) may be at greater risk for not meeting physical activity (PA) guidelines than neurotypical children (NT). The purpose of this study was to explore setting (free play versus organized) and social group composition influences on PA of children with ASD during summer camp. Methods: Data were collected on 6 ASD and 6 NT boys (aged 5 to 6 years) attending an inclusive summer camp. During free play and organized activity, research assistants observed the camp's social environment and children's PA using a modified version of the Observational System for Recording Physical Activity of Children-Preschool version. Results: In free play, children with ASD spent significantly less time in Moderate-Vigorous PA (MVPA) while with a peer (1.2%), compared with a peer group (11.5%) or alone (13.2%). They demonstrated significantly more Light-Moderate-Vigorous PA (LMVPA) while in a solitary social context (68.2%) compared with alone with an adult (25.8%), alone with a peer (34.8%), or with a peer group (28.2%). No significant differences were noted during organized activity. Conclusion: Features of the social environment may influence PA levels of children with ASD. Specifically, certain social group contexts may be more PA-promoting than others depending on the setting

Implications of social groups on sedentary behavior of children with autism : a pilot study

This pilot study compared sedentary behavior (SB) of children with autism (ASD) to typically developing peers (TD), and evaluated the influence of social contexts within free play (FP) and organized activity settings on SB of children with ASD during an inclusive summer camp. Participants with ASD were matched with TD peers by age and gender, and a modified OSRAC-P was utilized to assess SB and social context by setting. SB did not differ by diagnosis (ASD, TD), setting, or social contexts. In FP, children with ASD spent significantly more time in SB within social contexts compared to solitary contexts. ASD-related social deficits may facilitate SB in children with ASD during summer camp FP social contexts, compared to a solitary context