Physically active learning for children with learning disorders attending special-needs schools: A program evaluation

Vivian Meijers, Anneke C. Timmermans, Chiara T.M. Verheij, Joanne Smith, Esther Hartman*

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

Background: Physically active learning (PAL) is a potentially valuable method to stimulate academic performance and physical activity (PA) in children with learning disorders (LD) attending special-needs schools. It is yet unknown whether PAL can be successfully implemented in special-needs schools.

Aims: This study aimed to evaluate a PAL-program in special-needs schools by examining teacher’s dose delivered, children’s dose received, and associations of children’s characteristics with dose received.

Methods: Children (N = 37) from two special-needs schools participated in a six-week PAL-program. Dose delivered was evaluated based on PAL-lessons’ implementation rate and duration. Dose received was assessed through time-on-task observations (n = 23) and PA (n = 37). To assess the association between dose received and children’s characteristics (sex, behavioral disorders, motor skills, and physical fitness), Mann-Whitney U tests and Spearman’s rho correlations were used.

Results: For teacher’s dose delivered, the implementation rate exceeded 95%, and the PAL-lessons lasted the intended 12 minutes. For dose received, children’s on-task behavior was above 79%, and children spent 43% of the time in moderate-to-vigorous PA during PAL. Motor skills were positively related to on-task behavior related to the movements, and physical fitness was positively related to moderate-to-vigorous PA.

Conclusions: PAL was successfully implemented in terms of dose delivered and dose received for children with LD attending special-needs schools.
Original languageEnglish
Article number104749
Number of pages13
JournalResearch in Developmental Disabilities
Volume150
DOIs
Publication statusPublished - Jul-2024

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