Angus A Leahy1, Sarah G Kennedy1, Jordan J Smith1, Narelle Eather1, James Boyer2, Matthew Thomas2, Nora Shields3, Ben Dascombe1,4, David R Lubans5. 1. Priority Research Centre for Physical Activity and Nutrition, Faculty of Education and Arts, School of Education, University of Newcastle, Callaghan, New South Wales, Australia. 2. New South Wales Department of Education, Sydney, New South Wales, Australia. 3. Department of Physiotherapy, Podiatry and Prosthetics and Orthotics, La Trobe University, Melbourne, Victoria, Australia. 4. Applied Sport Science and Exercise Testing Laboratory, School of Life and Environmental Sciences, University of Newcastle, Ourimbah, New South Wales, Australia. 5. Priority Research Centre for Physical Activity and Nutrition, Faculty of Education and Arts, School of Education, University of Newcastle, Callaghan, New South Wales, Australia. David.Lubans@newcastle.edu.au.
Abstract
BACKGROUND: Adolescents with disability are less active and have lower levels of physical fitness than their typically developing peers. Schools are ideal settings to address this; however, few school-based interventions have been designed and evaluated among this group. Therefore, the aim of this pilot study was to determine the feasibility of a time-efficient school-based physical activity intervention for adolescents with disability. METHODS: A non-randomized pilot trial was conducted with adolescents in the special education unit at one secondary school in New South Wales, Australia. Sixteen grade 11 and 12 students (aged 17.3 ± 0.7 years) participated in the 2-month physical activity intervention. Two classroom teachers were trained to facilitate the delivery of a high-intensity interval training (HIIT) program, known as Burn 2 Learn adapted (B2La). Teachers were asked to deliver 2-3 weekly HIIT sessions for a period of 2 months. Four domains of feasibility (acceptability, implementation, adaptability, and practicality) were assessed using quantitative measures at the student and teacher levels (e.g., observations, process evaluation questionnaires, and heart rate [HR] monitoring). Data were also collected from three learning and support teachers who assisted classroom teachers with intervention delivery. Preliminary efficacy of the intervention on measures of adolescents' functional capacity (6-min walk/run test) and muscular fitness (sit-to-stand test and modified push-up test) were analyzed using paired sample t-tests. RESULTS: Moderate-to-high levels of program satisfaction were reported by both students (80% rated "Good" or "Excellent") and teachers (100% rated "Good" or "Excellent"). Teachers reported delivering 2.5 ± 0.7 sessions per week during the study. Based on researcher session observations, the program was delivered effectively by teachers (14/20). However, HR data indicated session intensity was lower than intended. The program was considered "adaptable" by teachers, with several observed modifications to HIIT sessions to cater for the needs of adolescents with disability. No adverse events were reported. We observed improvements in preliminary efficacy measures. CONCLUSIONS: Our findings suggest it is feasible to train teachers to deliver a school-based HIIT program for adolescents with disability. Evaluation of B2La within a larger-scale effectiveness trial is warranted. TRIAL REGISTRATION: ACTRN12621000219886 .
BACKGROUND: Adolescents with disability are less active and have lower levels of physical fitness than their typically developing peers. Schools are ideal settings to address this; however, few school-based interventions have been designed and evaluated among this group. Therefore, the aim of this pilot study was to determine the feasibility of a time-efficient school-based physical activity intervention for adolescents with disability. METHODS: A non-randomized pilot trial was conducted with adolescents in the special education unit at one secondary school in New South Wales, Australia. Sixteen grade 11 and 12 students (aged 17.3 ± 0.7 years) participated in the 2-month physical activity intervention. Two classroom teachers were trained to facilitate the delivery of a high-intensity interval training (HIIT) program, known as Burn 2 Learn adapted (B2La). Teachers were asked to deliver 2-3 weekly HIIT sessions for a period of 2 months. Four domains of feasibility (acceptability, implementation, adaptability, and practicality) were assessed using quantitative measures at the student and teacher levels (e.g., observations, process evaluation questionnaires, and heart rate [HR] monitoring). Data were also collected from three learning and support teachers who assisted classroom teachers with intervention delivery. Preliminary efficacy of the intervention on measures of adolescents' functional capacity (6-min walk/run test) and muscular fitness (sit-to-stand test and modified push-up test) were analyzed using paired sample t-tests. RESULTS: Moderate-to-high levels of program satisfaction were reported by both students (80% rated "Good" or "Excellent") and teachers (100% rated "Good" or "Excellent"). Teachers reported delivering 2.5 ± 0.7 sessions per week during the study. Based on researcher session observations, the program was delivered effectively by teachers (14/20). However, HR data indicated session intensity was lower than intended. The program was considered "adaptable" by teachers, with several observed modifications to HIIT sessions to cater for the needs of adolescents with disability. No adverse events were reported. We observed improvements in preliminary efficacy measures. CONCLUSIONS: Our findings suggest it is feasible to train teachers to deliver a school-based HIIT program for adolescents with disability. Evaluation of B2La within a larger-scale effectiveness trial is warranted. TRIAL REGISTRATION: ACTRN12621000219886 .
Entities:
Keywords:
Disability; Exercise; Feasibility; HIIT; Intervention; School
Authors: Nathanial J Kapsal; Theresa Dicke; Alexandre J S Morin; Diego Vasconcellos; Christophe Maïano; Jane Lee; Chris Lonsdale Journal: J Phys Act Health Date: 2019-10-02
Authors: Angus A Leahy; Myrto F Mavilidi; Jordan J Smith; Charles H Hillman; Narelle Eather; Daniel Barker; David R Lubans Journal: Med Sci Sports Exerc Date: 2020-10 Impact factor: 5.411
Authors: Toby J Kable; Angus A Leahy; Jordan J Smith; Narelle Eather; Nora Shields; Michael Noetel; Chris Lonsdale; Charles H Hillman; Penny Reeves; Christopher Oldmeadow; Sarah G Kennedy; James Boyer; Leisl Stimpson; Pierre Comis; Laura Roche; David R Lubans Journal: BMJ Open Date: 2022-08-10 Impact factor: 3.006