残疾儿童和青少年身体活动Para报告卡全球矩阵。

IF 1.7 3区 医学 Q2 REHABILITATION Adapted Physical Activity Quarterly Pub Date : 2023-07-01 DOI:10.1123/apaq.2022-0111
Kwok Ng, Cindy Sit, Kelly Arbour-Nicitopoulos, Salomé Aubert, Heidi Stanish, Yeshayahu Hutzler, Diego Augusto Santos Silva, Mary-Grace Kang, José Francisco López-Gil, Eun-Young Lee, Piritta Asunta, Jurate Pozeriene, Piotr Kazimierz Urbański, Nicolas Aguilar-Farias, John J Reilly
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引用次数: 11

摘要

这是残疾儿童和青少年身体活动Para报告卡全球矩阵中14个国家或司法管辖区的结果概述。该方法基于积极健康儿童全球联盟的全球矩阵4.0。数据与10个指标(总体PA、有组织的运动、积极的游戏、积极的交通、身体健康、久坐行为、家庭和同伴、学校、社区和环境以及政府)相一致,以制作Para报告卡。后来,有139个等级;45%是不完整的,特别是在积极游戏、身体健康和家庭与同伴方面。总体而言,PA的评分最低(F),学校和政府的评分最高(C)。在全球14个国家或司法管辖区,PA的残疾特定监测和研究差距很明显。需要在Para报告卡中更多地涵盖PA数据,以作为一种宣传工具,在残疾儿童和青少年中促进PA。
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Global Matrix of Para Report Cards on Physical Activity of Children and Adolescents With Disabilities.

This is an overview of the results from 14 countries or jurisdictions in a Global Matrix of Para Report Cards on physical activity (PA) of children and adolescents with disabilities. The methodology was based on the Active Healthy Kids Global Alliance's Global Matrix 4.0. Data were aligned with 10 indicators (Overall PA, Organized Sport, Active Play, Active Transport, Physical Fitness, Sedentary Behavior, Family & Peers, Schools, Community & Environment, and Government) to produce Para Report Cards. Subsequently, there were 139 grades; 45% were incomplete, particularly for Active Play, Physical Fitness, and Family & Peers. Collectively, Overall PA was graded the lowest (F), with Schools and Government the highest (C). Disability-specific surveillance and research gaps in PA were apparent in 14 countries or jurisdictions around the world. More coverage of PA data in Para Report Cards is needed to serve as an advocacy tool to promote PA among children and adolescents with disabilities.

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来源期刊
CiteScore
3.00
自引率
10.50%
发文量
26
审稿时长
>12 weeks
期刊介绍: APAQ is an international, peer-reviewed, multidisciplinary journal designed to stimulate and communicate scholarly inquiry relating to physical activity that is adapted in order to enable and enhance performance and participation in people with disability. Physical activity implies fine, gross, functional, and interpretive movement including physical education, recreation, exercise, sport, and dance. The focus of adaptation may be the activity or task that is to be performed, environment and facilities, equipment, instructional methodology, and/or rules governing the performance setting. Among the populations considered are persons with motor, intellectual, sensory, and mental or other disabilities across the life span. Disciplines from which scholarship to this aim may originate include, but are not limited to, physical education, teacher preparation, human development, motor behavior and learning, biomechanics, exercise and sport physiology, and exercise and sport psychology. Scientific inquiry may originate from quantitative or qualitative inquiry, as well as from multimethod designs.
期刊最新文献
Analysis of Jogai During Judo Matches for Athletes With Visual Impairments: Impact on Referee Decisions and Outcomes. Examining Axiological and Ethical Assumptions in Physical Activity Intervention Research involving Individuals With Intellectual Impairments: A Review. Military Sports Recovery Athletes' Perspectives on Role of the Coach in Athletes' Well-Being: The Importance of Supporting Basic Psychological Needs. Assessing the Use of Recommended Practices in Adapted Physical Activity/Education Experiential-Learning Programs. Examining the Effects of a 24-Week Exercise Program on Functional Capacity, Cognitive Capacity, and Quality of Life in Individuals With Intellectual and Developmental Disabilities.
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