Physical activity during the segmented school day in adolescents with and without autism spectrum disorders. (July 2015)

• Record Type: Journal Article
• Authors: Pan, Chien-Yu; Hsu, Po-Jen; Chung, I-Chiao; Hung, Ching-Sui; Liu, Yu-Jen; Lo, Shen-Yu
• Is Part Of: Research in autism spectrum disorders. Volume 15/16(2015:Jul.)
• Page Start: 21
• Page End: 28
• Publication Date: 2015-07
• Subjects: Physical activity -- Autism spectrum disorders -- Adolescents -- School day; Autism spectrum disorders -- Periodicals; 616.85882005
• DOI: 10.1016/j.rasd.2015.04.003
• Languages: English
• ISSNs: 1750-9467

Abstract

Highlights: We improved current understanding of PA in adolescents with and without ASD. ASD were less active than non-ASD during PE, recess, and lunchtime. ASD exhibited lower MVPA compliance during PE than non-ASD. PE, recess, and lunchtime were crucial periods of PA engagement for ASD. Abstract: The purpose of this study was to assess the intensity of physical activity (PA) that secondary school-aged students with autism spectrum disorders (ASD) and typically developing (TD) students exert during a school day, and to compare the percentages of students achieving the recommended guidelines between groups. The PA of 60 male students (ASD, n = 30; TD, n = 30) was recorded every 10 s for up to 5 school days by performing uniaxial accelerometry. The main results are listed as follows: (a) daily PA was significantly lower among the students with ASD than among the TD students; (b) students with ASD spent significantly lower proportion of their time in moderate PA than TD students did during physical education (PE), recess, and lunchtime; and (c) fewer students with ASD than TD students achieved the PA guidelines during the school day and PE time. Schools should increase PA opportunities across the school day.