Start Date
17-6-2025 12:30 PM
End Date
17-6-2025 2:00 PM
Abstract
Introduction To promote physical activity (PA) in special schools for children with intellectual disabilities (ID), the University of Würzburg initiated a participative study. Its goal is to assist a Bavarian school in sustainably becoming more active through systematic development and research. One school serves as the intervention group, while another acts as the control group.
Methodology Physical activity is measured using accelerometers in a pre- and post-test design involving N=137 participants in the pre-test. Movisense Move-4 devices record steps per minute (s/m) during lessons and breaks from 8:30-12:00 o`clock. Data are standardized and analysed using Movisense software, Excel, and SPSS. Results are categorized by age, class, and school for inter-group comparisons and.
Results Pre-test data show distinct patterns of PA between schools and different groups. Generally, students are most active during the breaks (24,61 s/m). PA declines with age in both schools (Classes 1-4: 17,09 s/m, classes 5-10: 13,81 s/m, classes 10-13: 8,46 s/m). Students in inclusive settings or outside the main building are more active than those in the main building (18,39 s/m vs.13,22 s/m). Compared to international benchmarks for students with and without ID, participants in this study are less active overall, with an average of 2877,93 steps total (13,71 s/m) during school hours.
Conclusions Special schools should systematically promote PA, focusing on specific parts of the school day. These findings can guide targeted interventions to enhance PA levels among students with ID. Success of the interventions can be assessed comparing the data of the pre- and post-test.
Recommended Citation
Prechtl, Jakob; Sauer, Leonie; and Reuter, Christiane, "Measuring daily physical activity of students with ID during school using accelerometers" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 43.
https://sword.mtu.ie/isapa/2025/day2/43
Measuring daily physical activity of students with ID during school using accelerometers
Introduction To promote physical activity (PA) in special schools for children with intellectual disabilities (ID), the University of Würzburg initiated a participative study. Its goal is to assist a Bavarian school in sustainably becoming more active through systematic development and research. One school serves as the intervention group, while another acts as the control group.
Methodology Physical activity is measured using accelerometers in a pre- and post-test design involving N=137 participants in the pre-test. Movisense Move-4 devices record steps per minute (s/m) during lessons and breaks from 8:30-12:00 o`clock. Data are standardized and analysed using Movisense software, Excel, and SPSS. Results are categorized by age, class, and school for inter-group comparisons and.
Results Pre-test data show distinct patterns of PA between schools and different groups. Generally, students are most active during the breaks (24,61 s/m). PA declines with age in both schools (Classes 1-4: 17,09 s/m, classes 5-10: 13,81 s/m, classes 10-13: 8,46 s/m). Students in inclusive settings or outside the main building are more active than those in the main building (18,39 s/m vs.13,22 s/m). Compared to international benchmarks for students with and without ID, participants in this study are less active overall, with an average of 2877,93 steps total (13,71 s/m) during school hours.
Conclusions Special schools should systematically promote PA, focusing on specific parts of the school day. These findings can guide targeted interventions to enhance PA levels among students with ID. Success of the interventions can be assessed comparing the data of the pre- and post-test.