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1

Matheri, Joseph Mwangi. "Physical inactivity among adolescents with physical disabilities attending high schools in Kenya." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3717_1258009225.

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Physical inactivity together with overweight and obesity has emerged as a major health risk factor for chronic disease of lifestyle as coronary heart disease, diabetes type 2, and hypertension affecting adolescents with physical disabilities in developed countries. This has contributed to the increase of social and economic costs of healthcare and social services in these countries. Review of literature has revealed that little has been documented about the status of adolescents with physical disabilities in developing countries. This study, therefore, aimed at establishing the degree of physical inactivity among high school adolescents with physical disabilities in Kenya.

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2

Downs, Samantha Jayne. "Physical activity, sedentary and playtime behaviours in children and adolescents with intellectual disabilities." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4527/.

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Despite the wealth of research examining physical activity (PA) in children and adolescent without disability, there is a lack of research that has focussed on PA related to children and adolescents with intellectual disabilities (ID). The evidence that does exist in this area suggests that children and adolescents with ID are less active than their non-ID peers. The school environment offers numerous opportunities to engage in PA regularly, yet to date, school-based research focussing on PA in children and adolescents with ID is limited. Thus, the primary aim of this thesis was to investigate PA, sedentary time (ST) and playtime behaviours in children and adolescents with ID.Four study chapters are included in the thesis. Study 1 used uniaxial accelerometers to investigate habitual PA levels, sedentary behaviour and PA patterns in children and adolescents with severe and moderate ID. Results demonstrated that participants engaged in low amounts of PA, spent a large proportion of waking hours in ST and mainly engaged in short, sporadic bursts of PA.Study 2 investigated the PA levels of children and adolescents with severe and moderate ID during playtime and PE contexts using direct observation techniques. Participants engaged in similar levels of moderate to vigorous PA (MVPA), and spent minimal amounts of time engaging in sport based activities during playtime and PE. At playtime participants spent the majority of time playing alone or in small groups and no participants engaged in any large group play. Study 3 explored teachers’ perceptions of PA engagement for children and adolescents with ID. Teachers reported that pupils prefer to engage in fun, unstructured activities. Parents and teachers were identified as key role models who can influence PA engagement for this population and teacher participants explained that pupils with ID have limited understanding around PA and the benefits to health. Study 4 evaluated the effectiveness of a school-based PA intervention, delivered in two primary special educational needs (SEN) schools. The intervention demonstrated promising results, with an increase in accelerometer assessed MVPA levels between baseline and follow up of ~18mins. However, these findings were not statistically significant, possibly due to the small sample size involved. Minimum clinically important difference analysis suggested that changes in MVPA were likely to be beneficial to heath. Furthermore, qualitative data generated through teacher interviews highlighted positive intervention effects across the school. Overall the studies presented in this thesis provide an overview of PA engagement and associated behaviours in children and adolescents with ID. The major findings presented suggest that children and adolescents with moderate and severe ID are not sufficiently active, and the SEN school environment may be an important area to target PA interventions. The current thesis has made a significant contribution to our understanding related to the PA in children and adolescents with ID and has highlighted a number of recommendations for future research.
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Mäkelä, Jonna. "Facilitators to support participation in physical activities for children with physical disabilities : A systematic literature review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30293.

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Not participating in physical activities is considered to be a risk factor for the health and well-being of children, especially children with physical disabilities. Nonetheless, children with physical disabilities tend to participate less in physical activities than children without disabilities. The aim of this study was to identify what individual and contextual facilitators are suggested to support the participation of children aged 6 to 18 with physical disabilities in physical activities. A systematic literature review was conducted in four databases. The search was limited to articles written in English, peer reviewed and published between January 2006 and March 2016. A qualitative content analysis with focus on a deductive manifest approach was used to analyze the data. Seven articles were selected for data analysis. Results show that facilitators on an individual level include awareness of health benefits, being motivated, having fun, and social aspects such as meeting friends. Facilitators on a contextual level include support from people in the child’s environment, accessibility, adaptive equipment, modifiable activities, positive attitudes from others, available information, knowledgeable instructors, financial support, and transportation. Occupational therapists need to be aware of the facilitators identified on both individual and contextual level when planning interventions. More research with younger children is needed.
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4

Kristén, Lars. "Possibilities offered by interventional sports programmes to children and adolescents with physical disabilities : an explorative and evaluative study /." Luleå : Centrum för forskning i lärande, Luleå tekniska univ. [distributör], 2003. http://epubl.luth.se/1402-1544/2003/23/index.html.

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5

Kristén, Lars. "Possibilities offered by interventional sports programmes to children and adolescents with physical disabilities : an explorative and evaluative study." Doctoral thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1318.

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Today, sport is a topic that interests and engages many people. However, pursuing sporting activities and being a member of a sports club is not a matter of course for children and adolescents with physical disabilities. The overall aim of this thesis is to study the possibilities offered by interventional sports programmes to children and adolescents with physical disabilities and to describe in what way they can be offered meaningful physical activities as well as active participation in sport clubs, with a view to improving their health and socialisation through sport. The thesis includes three descriptive and one evaluative study. The results of the thesis rest on a combination of methods: practical- empirical experiences based on theoretical reasoning, interviews in line with a method inspired by phenomenography, and data from questionnaires analysed by descriptive and analytical statistics. The results are also based on a variety of data sources i.e. children, young people and parents as well as theory triangulation i.e. socialisation and health. According to the findings, sports programmes offered possibilities to children and adolescents with physical disabilities for improving their health and socialisation. An important component of the sports programmes were sports clubs that offered meaningful physical activities as well as active participation. Guidelines for co-operation in and the organisation of sports programme for children and adolescents with physical disabilities were of great importance and should involve the families as well as sports organisations and local authorities. The children and adolescents regarded sport as a form of social arena to enhance their participation in society and as a means for achieving better health. They also stressed the importance of knowledge and experiencing nature as factors that promote an active and healthy lifestyle. The parents regarded sport as a form of health education and as a means for their children to achieve increased participation in society. The parents also stressed the fact that the learning process was important for empowering the children to influence their life situation. The findings also illustrate the importance of building co-operation between the habilitation centre, sports clubs and families of children with physical disabilities by means of a working team, as well as the importance of the sports movement opening up its activities to children and adolescents with functional disabilities and each sports club appointing a contact person with special responsibility for this target group. Continued external support was regarded as necessary in order to assist the sports clubs in implementing permanent and well-functioning activities in partnership with a personal sport and health counsellor, who advises and supports the children and adolescents to participate in physical activity.
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Samalot-Rivera, Amaury. "The effect of social skill instruction on sport and game related behaviors of children and adolescents with emotional or behavioral disorders." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186774990.

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7

Leeds, Marilyn June. "You're pretending, you don't need a wheelchair' - children and adolescents with spinal cord injury." Thesis, The University of Sydney, 2001. http://hdl.handle.net/2123/803.

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This thesis examines the requirements of children and adolescents with severe spinal cord injuries. The requirements are expressed by the parents of the children and by adolescents and are in contrast to official views of their 'needs'. There is no literature on the needs of these children and adolescents. The thesis thus begins with a examination of the literature on the needs of people with disabilities and people with spinal cord injury. Proponents of the social model of disability, which is based on the experiences of people with disabilities, contend that the main requirements of people with disabilities is ending their social marginalisation, and it is hypothesised that the requirements of the children and adolescents will be related to ending social marginalisation. Open-ended unstructured interviews with parents, parents and adolescents and adolescents alone ( a total of 20 interviews) provided data for analysis. Analysis of the data shows that the requirements of the children and adolescents, like adults with spinal cord injuries, differ from those of people with disabilities in that there are important concerns in addition to marginalisation.
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Leeds, Marilyn June. "You're pretending, you don't need a wheelchair' - children and adolescents with spinal cord injury." University of Sydney. Social Work, 2001. http://hdl.handle.net/2123/803.

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This thesis examines the requirements of children and adolescents with severe spinal cord injuries. The requirements are expressed by the parents of the children and by adolescents and are in contrast to official views of their 'needs'. There is no literature on the needs of these children and adolescents. The thesis thus begins with a examination of the literature on the needs of people with disabilities and people with spinal cord injury. Proponents of the social model of disability, which is based on the experiences of people with disabilities, contend that the main requirements of people with disabilities is ending their social marginalisation, and it is hypothesised that the requirements of the children and adolescents will be related to ending social marginalisation. Open-ended unstructured interviews with parents, parents and adolescents and adolescents alone ( a total of 20 interviews) provided data for analysis. Analysis of the data shows that the requirements of the children and adolescents, like adults with spinal cord injuries, differ from those of people with disabilities in that there are important concerns in addition to marginalisation.
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Hunt, Sara M. "Patterns of Psychosocial Functioning and Mental Health Service Utilization in Children and Adolescents with Chronic Health Conditions or Physical Disabilities." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/360.

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This study was designed to further understand the psychosocial functioning of youth with chronic health conditions or physical disabilities, their need for and use of mental health services, and possible barriers to receiving needed services. Previous research has suggested these youth experience poorer psychosocial functioning compared to peers without special health care needs, and they also underutilize needed mental health services. A mixed-methods design was implemented consisting of a quantitative parent survey and a qualitative semistructured interview with young adults with special health care needs. Children demonstrating poorer psychosocial adjustment in this study experienced more problems related to social functioning than psychopathology (e.g., depression, anxiety). Over half of the youth had accessed mental health services with the majority utilizing community-based outpatient services. Identified barriers to accessing needed mental health services included difficulty finding professionals with experience in working with youth with special health care needs and lack of financial coverage.
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Cheng, Yuk Kwan Clare. "Pre-adolescent children and their friendship intentions towards peers with physical impairment." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7534.

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Social inclusion of children with disabilities is considered to be an important aspect of inclusive education. Previous research mostly approached this issue by either examining the attitudes of typically developing children towards disabilities or the friendship quality and status of children with disabilities. By adopting a qualitative research design, the present study is an attempt to draw from these two lines of research to develop a conceptual framework for understanding pre-adolescent children’s friendship intentions towards their peers with physical impairment. The research is also a response to the paucity of local studies in this area. The data are analysed in three domains: Conception of friendship, Attitudes towards people with physical impairment and Factors influencing friendship. Four theoretical constructs, Physical Attribute, Social Attribute, Empathetic Attribute and Cognitive Attribute, are finally developed to explain the relationship between friendship conception and attitude of acceptance. Based on the theoretical constructs, the peer experience of two children with physical impairment, one being a success story and one less satisfactory, is described to illustrate the limiting and facilitating factors for their social inclusion. Recommendations for local inclusive education and suggestions for future research are provided at the end of this project.
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Miller, Samuel A. (Samuel Arthur). "A study of the levels of self-esteem of profoundly physically handicapped children and adolescents in a creative drama program /." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65477.

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12

Deglon, Under. "Children of mothers with physical disabilities : perceptions of parenting, the mother-adolescent relationship and the adolescent's engagement in risky behaviour : five case studies." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/8183.

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Includes bibliographical references (leaves [122]-132).
This qualitative study investigated the effect of a mother's physical disability on the mother-adolescent relationship, parenting and the adolescent's engagement in risky behaviour. Interviews were conducted with five mothers with visible physical disabilities and with their adolescent children. The adolescents comprised two boys and three girls between the ages of 12 and 15 years. All five mother-adolescent dyads were black, with low maternal educational levels, from low socio-economic backgrounds, and lived in neighbourhoods characterised by unemployment, gangsterism, substance abuse, violence and crime. The multiple case study design was used to compare and contrast evidence from the individual cases. Two separate semistructured interviews, covering the same topics, were conducted with both the mother and the adolescent in order to triangulate the data. The interviews focused on perceptions of (a) the impact of the mother's disability for mother-adolescent relations; (b) disability-related stigma and the adolescent's awareness of the mother's difference on the mother-adolescent relationship; (c) the ways in which the mother's disability and other contextual factors affect parenting and the adolescent's engagement in risky behaviour. The results illuminated a range of barriers andfacilitators to parenting with a physical disability but the variability notwithstanding, the majority of the families reported positive relationships and experiences given the cumulative stressors that they face.
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Cardillo, Linda Wheeler. "Constructing and making sense of difference narratives of the experience of growing up with a chronic illness or physical disability /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101240415.

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14

Alexander, Leonieke Franziska. "The effect of a movement programme on selected psychological variables among adolescent girls from previously disadvantaged communities." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/49737.

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Thesis (PhD) -- University of Stellenbosch, 2002.
ENGLISH ABSTRACT: The purpose of this study was to determine if the participation in a movement programme, utilising 21 life skill development strategies would make a significant contribution to adolescent girls' self-esteem. The adolescent girls participating in the programme were from a previously disadvantaged community in the Western Cape, South Africa, and considered to be at-risk youth. The movement divisions through which the life skill strategies of the five and one half month programme were presented to the experimental group, were designed by the investigator, and included: modern dance, swimming, self-defence and an individual session of team building. Harter's (1985) Self-perception Profile for Children was used to measure the six subscales of self-competence/esteem of a control group (n = 8) and an experimental group (n = 13) of girls between ages 13 - 16. The six dimensions of self-esteem measured, included: global self-worth; scholastic competence; social acceptance; athletic competence; physical appearance, and; behavioural conduct. On completion of the movement intervention programme by the experimental group, all the girls (N = 21) were post tested, using the same quantitative measurement instrument. The experimental group completed an additional open-ended Life Skill Questionnaire, designed by the investigator, to see if there had been a cognitive transferral of the life skills used in the movement programme from the movement experience to everyday life activities. Following the comparison between the pre- and post-test data of Harter's (1985) Se/fperception Profile for Children, it was concluded that participation in the movement programme had an overall positive and significant affect on the six sub-scales of the girls' self-esteem. On analysis of the girls' responses to the Life Skill Questionnaire it was found that they had been able to utilise all 21 life skills in the various movement components offered in the programme, and that cognitive transferral of the skills had taken place to their everyday environment. Conceming the movement division, the statements revolving around the utilisation of the skills predominantly revolved around ii Stellenbosch University http://scholar.sun.ac.za the swimming, followed by dance and lastly self-defence. The life skills that were most widely used in their everyday environment were highlighted by the themes of perseverance, commitment and academics.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om vas te stel of die deelname aan 'n bewegingsprogram, waartydens 21 lewensvaardigheid-ontwikkelingstrategiee gebruik word, beduidende bydrae tot die selfagting van die adolessente meisie sou lewer. Die adolessente meisies wat aan die program deelgeneem het, kom vanuit 'n voorheenbenadeelde gemeenskap in die Wes-Kaap, Suid-Afrika, en word as hoe-risiko jeug beskou. Die bewegingsverdelings waarmee die lewensvaardigheidstrategiee van die vyf en 'n half maandelange program vir die eksperimentele groep aangebied is, is deur die navorser ontwerp en sluit die volgende in: mode me dans, swem, selfverdediging en 'n individuele sessie van spanbou. Harter (1985) se "Sett-perception Profile for Children" is gebruik om die ses sub-skale van self-bevoegdheid/agting van 'n kontrolegroep (n = 8) en 'n eksperimentele groep (n = 13) van meisies tussen die ouderdomme van 13 - 16 te meet. Die ses dimensies van selfagting wat gemeet is, het die volgende ingesluit: globale selfwaardigheid, akademiese bevoegdheid, sosiale aanvaarding, atletiese bevoegdheid, fisieke voorkoms en gedragsbeheer. Na die afhandeling van die bewegings-intervensieprogram deur die eksperimentele groep is al die meisies (N = 21) getoets met behulp van dieselfde kwantitatiewe meetinstrument. Die eksperimentele groep het In addisionele Lewensvaardigheidsvraelys voltooi, wat deur die navorser ontwerp is om te sien of daar 'n kognitiewe oordrag van die lewensvaardighede was wat in die bewegingsprogram vanaf die bewegingservaring tot daaglikse aktiwiteite gebruik is. Na die vergelyking van die voor- en na-toetsdata van Harter (1985) se "Self-perception Profile for Children" is gevind dat deelname aan die bewegingsprogram 'n algehele positiewe en beduidende effek het op die ses sub-skate van die meisies se selfagting. Die analise van die meisies se terugvoer op die Lewensvaardigheidsvraelys het getoon dat hulle instaat was om al die 21 lewensvaardighede in die verskeie bewegingskomponente te gebruik wat in die program aangebied is en dat kognitiewe oordrag van die vaardighede plaasvind na hul daaglikse omgewing. Wat die bewegingsverdeling betref, het die stellings aangaande die gebruik van die vaardighede hoofsaaklik gehandel oor die swem, gevolg deur dans en laastens selfverdediging. Die lewensvaardighede wat die meeste gebruik is in hul daaglikse omgewing is sterk na vore gebring deur temas soos deursetlingsvermoe, verpligting en akademie.
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I, Made Satrya Rudana. "Kinect-based Music Application for Children with Severe Physical Disabilities : Kinect-based Music Application for Children with Severe Physical Disabilities." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-322535.

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Based on initial interviews with music teachers at Årstra SpecialSchool, Uppsala, it was found that each child in a music playing session has different preferences of type and sound of a musical instrument. However, most of them have combined cognitive and physical impairments, preventing them from playing the instrument that theymight like.Starting from this idea, we developed a music application using virtual instruments, so that various types of instruments and sound can be used during a single music playing session. As an input device, we used aKinect sensor developed by Microsoft, i.e., a camera based sensor thatdetects human gestures. Our application used this Kinect sensor capability to allow users to control and play the sound by just movingtheir arms in the air. Our study has shown promising results of this applicatio, such as the positive response from the participant towards the application and the ability to change the sound of an instrument to match the participant's preference easily. However there are still some things to consider before releasing it as a consumer product, for instance bettercalibration and accuracy.
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Ojiambo, Robert Mang'eni. "Assessment of physical activity in children and adolescents." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3666/.

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The objectives of The Identification and Prevention of Dietary and Lifestyle Induced Health Effects in Children and Infants study (child sample) and the Kenya Adolescent Physical Activity study (adolescent sample) conducted in this thesis was firstly, to assess the impact of methodological and practical decisions such as the appropriate epoch length and cutpoints to use in accelerometry studies involving children and adolescents across the physical activity continuum and the reliability of these accelerometer outcomes in predicting habitual physical activity. Secondly, the performance of uniaxial ActiTrainer accelerometry with heart rate (HR) monitoring was compared to triaxial GT3X accelerometry against indirect calorimetry during structured activities in the predominantly active Kenyan adolescent cohort. Similarly, the performance of uniaxial ActiTrainer accelerometry with HR monitoring vs. triaxial 3DNX accelerometry was compared against DLW under free living conditions in both children and adolescent cohorts. Finally, the validated uniaxial ActiTrainer was used to assess the impact of physical activity and the environment on energy expenditure and indices of adiposity in the two cohorts. The main findings of the thesis were: (a) that 15 s epoch reports significantly higher engagement in physical activity compared to a 60 s epoch in both the children and adolescents cohorts (b) choice of cutpoints significantly affected classification of physical activity and sedentary behaviour in both cohorts (c) a minimum of 6 h for 7 - 9 days in the cohort involving children and a minimum of 6 h for 4 - 5 days in the adolescents were required to reliably measure physical activity (d) triaxial accelerometry reported better predictive validity compared to uniaxial accelerometry during structured activities. In addition, HR monitoring did not improve the predictive validity of either accelerometer during structured activities (e) during free living activities, however, uniaxial and triaxial accelerometry reported comparable predictive validity. The addition of HR monitoring improved the predictive validity of uniaxial accelerometry by approximately 4% in both cohorts (f) in both cohorts, total volume of physical activity and patterns (time engaged in light and moderate to vigorous physical activity) were significantly associated with energy expenditure (g) physical activity and sedentary behaviour were significantly related to indices of adiposity in both cohorts (h) the environment was a significant predictor of physical activity and indices of adiposity in the adolescents but not children. The findings of this thesis have important implications on strategies to standardise accelerometry field protocols and future studies on the validation of accelerometers and the association between physical activity, the environment and health.
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Hamlyn, Williams Charlotte Claire. "Children and adolescents' affective responses to physical activity." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/9826.

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Research suggests that optimising affect during exercise may be key to exercise adherence (Van Landuyt, Ekkekakis, Hall & Petruzzello, 2000; Williams et al. 2008; 2012). Recent advances in this area have explored factors that contribute to affective responses in adult populations (Ekkekakis, 2003), but whilst it has been hypothesised that these factors are the same for children and adolescents they have not been explored systematically in the same way. As such, one aim of this thesis was to investigate the relationships between affect and physical activity in child and adolescent populations. Following on from this, a further aim was to explore the factors that contribute to affective responses. Given the research that suggests positive affect experienced during exercise may result in enhanced adherence to physical activity (Williams et al. 2012), the final aim of this study was to determine how to elicit the most positive affective responses during an acute exercise session. This thesis comprises a review of relevant literature, and six study chapters which were the result of three empirical studies; two acute exercise studies and one questionnaire based study. The findings of Study 1 demonstrated that, as with adults, affective responses declined after the onset of ventilatory threshold in both children and adolescents, indicating that to achieve optimum affective responses, particularly with younger children, exercise needs to be prescribed at an intensity below the ventilatory threshold. The findings from studies 2 - 4 highlighted specific factors that contribute to affective responses, reporting that preference for, and tolerance of, different exercise intensities may be an important factor to consider when prescribing exercise (studies 2 & 4). Results also showed that affective associations with physical activity played a significant role in determining overall physical activity behaviour (study 3). The findings from studies 4 and 5a and b revealed that encouraging adolescents to self-select their own exercise intensity may elicit a more positive affective response during the exercise session compared to the affective responses elicited during a prescribed exercise session. This thesis provides substantial evidence to support the link between affect and physical activity in children and adolescents. More specifically, it highlights several important factors that should be considered when attempting to enhance affective responses during an acute exercise session.
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Mpofu, Jabulani. "Psychological wellbeing of adolescents with physical disabilities in inclusive community settings." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60967.

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The purpose of this study was to explore the psychological wellbeing of adolescents with physical disabilities living in inclusive community settings in Zimbabwe. An inclusive community is one that aims to remove exclusionary practice within the community and promote community's systems that accept all people, regardless of their differences. A constructivist lived experience perspective underpinned this research, in which the researcher used multiple case studies to interact with the participants about their inclusion and psychological wellbeing as adolescents with physical disabilities. The 14 participants (nine males and five females) were purposively sampled. Data was collected through face-to-face interviews. Four themes emerged from the inductive thematic analysis of data sources. It was found that participants in this study were involved in various inclusive community activities available within their communities. The study also found that parent, the government, the community and donor communities were working together towards improving the lives of adolescents with physical disabilities in the communities in which they live. These stakeholders assumed different roles, such as providing disability awareness education, vocational counselling, and inclusive infrastructure and resources. The study also found that the participants encountered environmental restrictions in choosing inclusion activities in which to participate in their communities. The findings of this study have the potential to help the policy makers and researchers in inclusive communities to better understand the needs of adolescents with physical disabilities living in these communities. Furthermore, the current research has the potential to guide future research and develop future initiatives to improve the psychological wellbeing of adolescents with physical disabilities, thus improving their outcomes and quality of life.
Thesis (PhD)--University of Pretoria, 2016.
Educational Psychology
PhD
Unrestricted
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Varghese, Bobby John. "Oral health status and attitudes of visually impaired children and adolescents in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22096139.

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Ortiz-Castillo, Esther María. "Physical Activity Patterns and Factors Influencing Physical Activity Participation among Adolescents with Physical Disabilities in Urban Communities." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313424343.

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Raustorp, Anders. "Physical activity, body composition and physical self-esteem among children and adolescents /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-168-7/.

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Wood, C. "Exercise environment and physical activity in children and adolescents." Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574469.

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The majority of UK children and adolescents are not meeting physical activity (PA) recommendations, despite the benefits for physical and psychological health (PH). Natural environments facilitate PA and in adults performing PA whilst exposed to nature ('green exercise') results in additional benefits for PH. However, the effects of exercise environment have not been extensively studied in children and adolescents. The primary aim of this study was to examine the effect of exercise environment on the time spent in moderate to vigorous PA (MVPA) in children and adolescents. The secondary aim was to determine whether green exercise provides additional benefits for PH. Due to variation in PA patterns and opportunities for contact with nature, children and adolescents were examined separately. For children, accelerometers (ACCs) determined whether school playtime (SP) on the field and participation in nature- based interventions lead to greater MVP A than play on the playground and participation in playground-based interventions. A child version of Rosenberg's Self- esteem Scale (RSES), developed and reported in this thesis, examined the effect of the environmental conditions on self-esteem (SE). In adolescents, heart rate (HR) examined and compared the effect of indoor and outdoor environments on MVP A, whilst ACCs assessed the influence of acute exposure to urban and rural environments on P A. RSES and the adolescent profile of mood states (POMS-A) questionnaire compared the effect of the environments on SE and mood. In both children and adolescents, results indicated that natural environments led to higher levels of MVP A. No additional benefits for PH were provided by performing PA in natural environments. Unlike in adults, the current generation of youth do not seem to be connected to nature in a way that allows it to influence their PH. Nature can be used to promote PA in children and adolescents and should thus be incorporated into everyday routines.
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Seymour, Helena. "Friendship in inclusive physical education from the perspective of students with and without physical disabilities." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99601.

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The role of a best friend for students with and without a disability in inclusive physical education has been conspicuously neglected in sport psychology and adapted physical activity research. Although the last decade has seen an increase in empirical research pertaining to the perceived experiences of students with a physical disability in inclusive physical education (Blinde & McCallister, 1998; Goodwin & Watkinson, 2000; Hutzler, Fliess, Chacham, & Van den Auweele, 2002), the effect of a best friend for both students with and without a disability has generally been overlooked. Thus the current study compared friendship in inclusive physical education from the perspective of students with (n=8) and without (n=8) physical disabilities. All participants attended a reversely integrated school and were interviewed using an unstructured, open-ended interview format. An interview guide from Weiss, Smith, and Theeboom (1996) that explored friendship in the sport domain was adapted to account for the context of inclusive physical education. Four categories emerged from the analysis: spectrum of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. Specifically, similarities and differences were noted in best friendship, between the two groups regarding physical activity patterns, and features of best friendship valued in physical education.
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Goodwin, Lorna. "The inclusion of children with physical disabilities in physical education : rhetoric or reality?" Thesis, University of Surrey, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685073.

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25

Martin, Suzanne. "Play in Children with Motor Disabilities." UKnowledge, 2014. http://uknowledge.uky.edu/rehabsci_etds/21.

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The purpose of this research was to explore and describe the relationship among the child, family, home environment, and pretend play of children with motor disabilities. The environment is a powerful force in early child development. This research is based on Bronfennbrenner’s ecological theory of development and the ubiquitous role of play in all domains of development. Children with motor disabilities may lack exploration of the environment and as a consequence demonstrate deficits in play. Play was measured in 32 children with motor disabilities aged 24.8 to 61.3 months with a mean age of 33.7 (SD 9.3) months. Children demonstrated mild to moderate motor disabilities based on the Gross Motor Function Classification System. The prevalent motor disabilities were cerebral palsy, genetic disorders, delayed development, and myelomeningocele. The questions addressed were what combination of child and family variables will predict play ability in a child with motor disability and do the learning materials in the home or levels of maternal or paternal education affect play ability in children with motor disabilities. Two studies were conducted to establish reliability with the Test of Pretend Play (ToPP) and to determine if children with delayed development would exhibit a delay. One study was done to establish reliability for the Fluharty-2. The results of the main study demonstrated a significant positive correlation between ToPP scores and the learning material subscale (LMS) scores of the Home Observation for Measurement of the Environment Inventory and maternal education. The LMS scores were significantly correlated with family income, maternal and paternal education. The ToPP scores were not significantly correlated to income or paternal education. Age of the child was significantly positively correlated with ToPP scores and the LMS scores. Fifty-three percent of the children exhibited delays in play. The child’s age and the maternal level of education accounted for 60% of the variance in ToPP scores. Children with cerebral palsy and myelomeningocele appear to be at greater risk for pretend play delays than children with developmental delay and genetic disorders. More research is needed to further elucidate the role of play in children with motor disabilities.
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Pope, Marcia J. "General physical education teachers' perceptions of adapted physical education consultation." [Chico, Calif. : California State University, Chico], 2009. http://hdl.handle.net/10211.4/102.

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Chang, Chien-huey. "Adolescents with visual impairment or blindness : perceptions of social support and career development /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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28

Kuhne, Michael. "Friendship patterns of children and adolescents with learning disabilities and attention problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0020/NQ41199.pdf.

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DeCesare, Betsy Harrison. "A college handbook for learning disabled adolescents, adults and their parents, educators and special education professionals /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10296372.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Ellen Condliffe-Lagemann. Dissertation Committee: Gary Natriello. Includes bibliographical references (leaves 172-185).
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30

Craggs, Christopher. "Predictors of change in physical activity in children and adolescents." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608262.

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31

Sorensen, Amy. "I Think I Can: Identity and Social Experiences of Adolescents with Physical Disabilities." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2051.

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An online survey was completed by 40 adolescents and young adults (ages 12 to 22) with physical disabilities for the purpose of exploring their social experiences. The survey focuses on key variables associated with individual identity, group identity, social relationships and activities, and future aspirations. Positive outcome variables were explored including: self-esteem, self-efficacy, body satisfaction, cultural identity, relationship quality, activity participation, and future orientation. Independent variables included sex, population size, ability level, and proximity to disability. Ability level proved to be the most predictive of positive outcomes. Sex, population size, and proximity to disability exhibited small associations to some of the outcome variables.
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32

Kourtessis, Thomas. "Procedural and declarative knowledge of ball-catching in children with physical disabilities." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68111.

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It was hypothesized that children with physical disabilities would show a deficit in procedural and declarative knowledge of ball catching compared to age-matched non-disabled children. The first group of children consisted of sixteen children with physical disabilities, three girls and thirteen boys, aged from 6 years and 5 months to 12 years and 6 months. Sixteen children, five girls and eleven boys, comprised the second group. Their age range was from 6 years and 4 months to 12 years and 2 months. All children were tested individually.
Procedural knowledge of ball catching was measured by a 15-task ball-catching hierarchy. The difficulty of the tasks ranged from easy, static tasks to more difficult ones which required some expertise. Non-disabled children demonstrated higher scores in procedural knowledge than children with physical disabilities. Higher scores in procedural knowledge of ball catching were also shown by older non-disabled children compared to their younger non-disabled peers, as well as by ambulatory children with physical disabilities compared to their non-ambulatory peers.
Declarative knowledge of ball catching was assessed by a 14-item multiple choice questionnaire. The two groups exhibited very similar declarative knowledge. Moreover, no differences regarding declarative knowledge were found between older and younger non-disabled children or between ambulatory and non-ambulatory children with physical disabilities. Further investigation revealed that the association between procedural and declarative knowledge of ball catching was only moderate.
It was suggested that procedural and declarative knowledge do not develop at the same rate and a deficit in procedural knowledge does not necessarily lead to a deficit in declarative knowledge. The relationship between the two types of knowledge may be more complex than initially hypothesized. (Abstract shortened by UMI.)
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33

McKearnan, Kimberly A. "Chronic pain in youths with physical disabilities /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7221.

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34

Hrmo, Jennifer. "Physical activity choices and self-determination in children with intellectual disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0021/MQ54993.pdf.

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35

Llewellyn, Ann. "Perceptions of inclusive education for children and families with physical disabilities." Thesis, University of Wolverhampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393658.

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It was the focus of this thesis to examine the influence of the school community and education system upon the children and families of young people with physical disabilities in one 'designated' mainstream school within the United Kingdom. The first phase of the study examined the self-perceptions of ninety three non-disabled peers between the ages of twelve and thirteen from year 8 of the school. The Twenty Statements Test (Rees and Nicholson. 1994) was used to establish sources of influence and values underlying identity in this group. This served as a basis to establish what the young people saw as the major issues affecting themselves and their friendships at this particular stage of their development. The results suggest that there are cultural nonns associated with identity in mainstream education that may serve to exclude young people with physical disabilities who may not meet peer expectations regarding physical appearance, personality and participation in group activities. The results suggest that children with physical disabilities are in a position of disadvantage in relation to friendship fonnation in mainstream education and also in relation to participation in activities considered crucial at this level of development. The second phase of the study examined the perceptions of mainstreaming of 6 pupils with physical disabilities, their parents and seven teaching staff. In-depth interviews were carried out and fonned the basis of a themed case study that highlighted multi-perspective approaches to issues that arose in mainstream schooling. A major theme emerging from this study was the vulnerability of young people with physical disabilities within a rigid system designed for an ablebodied majority. Evidence presented here suggests that clinical issues affecting the development of a child with a physical disability are not readily identified by teaching staff in mainstream education. It appears from interviews conducted that teachers are not provided with the training to recognise difficulties that can arise when teaching children with physical disabilities. An analysis of the case study material in the light of the transactional model (Sameroff, 1991) provides an example of how the personal attitudes and expectations of teachers can affect the way they interact with children with physical disabilities and also highlights the social and psychological barriers to inclusion that support discriminatory practices in mainstream education. Evidence from the case studies suggests that the processes that can serve to exclude the child with a physical disability from themainstream of "chool life appear to be '1ubtle and can abo impact upon the psychological functioning of individual children and their familie:--. The results of both phases of the study suggest that children with phy:--il'al disabilities are only partially included in main:--trcam school life
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36

Zempel, Thomas L. "A biblical approach to understanding the physical handicap of Down Syndrome." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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37

Richardson, Pamela. "Making friends at school : the social interaction patterns of young children with physical disabilities /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7695.

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38

Kwan, Wai-fan, and 關慧芬. "Parental involvement in integration of children with physical disabilities in mainstream schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27668551.

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39

Friedrichs, Monika. "Activity and participation among children with cognitive and physical disabilities in Kenya." Thesis, Högskolan i Jönköping, Hälsohögskolan, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45186.

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Background: The possibility of activity and participation is just as important for a child with physical and cognitive disability as for any other child, but the challenges are more extensive for these children when it comes to participation in activities and taking part in social life. Aim: to describe the staffs perception of schoolchildrens activity and participation in schools for children with cognitive and physical disabilities in Kenya. Dataanalysis: A qualitative method was used with semistructured interviews. A purposive sampling was made to select participants for the study. For the analysis a qualitative contentanalysis was used. Result: Barriers for activity and participation among children with  physical and cognitive disabilities in kenya are threats, as dangerous t5raffic, mismanagement and abuse, inaccessibility to school and in schoolbuildings, insufficient  support form the gouvernment and community, discrimination and stigmatization from society, poverty and insufficient support from parents. The schools and the teachers are supporting the children in many ways. Conclusion: Measures need to be taken to increase the possibility of activity and participation among children with disabilities in Kenya.
Bakgrund: Möjligheten till aktivitet och delaktighet är lika viktig för ett barn med fysisk eller kognitiv funktionsnedsättning som för något annat barn, men utmaningarna är större för dessa barn när det gäller deltagande i aktiviteter och i det sociala livet. Syfte: Att beskriva personalens uppfattning om skolbarns aktivitet och delaktighet i fyra skolor för barn med kognitiva och fysiska funktionsnedsättningar i Kenya. Dataanalys: En kvalitativ metod användes med semistrukturerade intervjuer. Ettavsiktligt urval gjordes för att rekrytera deltagarna till studien. Till dataanlalysen användes en kvalitativ innehållsanalys. Resultat: Hinder för aktivitet och delaktighet bland barn med fysiska och kognitiva funktionsnedsättningar i Kenya är hot, farlig trafik, sexuella övergrepp och misshandel, otillgänglighet i skolan och skolbyggnader, otillräckligt stöd från regeringen och samhället, fattigdom och otillräckligt stöd från föräldrarna. Skolorna och lärarna stöder barnens aktivitet och delaktighet på många sätt. Slutsats: Åtgärder måste vidtas för att öka möjligheten till aktivitet och delaktighet bland barn med funktionsnedsättning i Kenya.
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40

Ma, Oi Yee Regine. "Physical activity in school environment for students with mental retardation." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/449.

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41

Clemente, Isabel. "Children's involvement in Physical Education lessons : Differences between children with high grades and children with disabilities." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40802.

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Children with disabilities need physical activity in order to promote development and health, and this can be fulfilled in their physical education lessons. However, adapting lessons for children with disabilities can be a very complicated task as there are many factors that affect, both positively and negatively, the child´s general self-efficacy, their self-efficacy in their physical education lesson and their aptitude to participate. In a previous descriptive quantitative study teachers self-rated teacher skill were positively correlated to self-efficacy for students with high grades but negatively correlated to self-efficacy for students with disabilities. Therefore, the aim of the study is to test two hypothesis concerning the relations between teacher´s teaching skills, environmental prerequisites and climate and the student´s general self-efficacy, self-efficacy in physical education and aptitude to participate for with high grades and with disabilities respectively. With the help of a quantitative study with questionnaire data the hypotheses were tested for children with disabilities and children with high grades within PE lessons in regular Swedish mainstream schools. The results show that teaching skills are negatively correlated to general self-efficacy, self-efficacy in physical education and aptitude to participate for children with disabilities. For children with high grades the same relations were positive. Regarding prerequisites for physical education and climate in class both were positively related to general selfefficacy, self-efficacy in physical education and aptitude to participate for both children with high grades and children with disabilities. The importance of having an individually adapted lesson planning and grading criteria are discussed.
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42

Roche, Denise M. "Physical activity, physical fitness, HbA_1_c and skin microvascular reactivity in type 1 diabetic children and adolescents." Thesis, Liverpool John Moores University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431315.

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43

Ishaq, Muhammad. "Quality of Life, Sleep and Physical Activity in Swedish Children & Adolescents." Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, CHILD, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49544.

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All humans desire to have a good quality of life i.e. living in relation to their goals, expectations, standards and concerns in life. The quality of life is related to healthy lifestyle, therefore, practicing health behavior is crucial for children and adolescents as the habits developed in early life persist in later life. However, in the contemporary world it has become quite a challenge to practice health behavior due to exposure to technology, electronic devices and social media which has adversely affected two important components of health behavior i.e. sleep and vigorous physical activity. This study aimed at investigating the impact of sleep duration during school days and vigorous physical activity during the week on quality of life. The data collected from 7700 students aged 11,13 & 15 from Swedish schools within the HSBC study in 2014. ANOVA, linear regression and mean comparison were used to test the hypotheses. The results show that age, gender, long-term disability and physical activity effects sleep duration of children and adolescents. Moreover, children and adolescents who sleep longer hours and do vigorous physical activities have a higher quality of life. Sleep duration have also been found to be associated with a higher quality of life.
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44

Graves, Myia L. "Perceptions and Behaviors of Physical Activity and Nutrition Among Children and Adolescents." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1553251118034949.

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45

Macdonald-Wallis, Kyle. "The influence of social networks on physical activity in children and adolescents." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685436.

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Background: Despite known health benefits, the majority of children and adolescents do not meet recommended physical activity and sedentary behaviour guidelines. Amongst determinants of these behaviours, the influence of friends and peer groups remains largely understudied. In this thesis I investigated the influence of friends, peer groups and friendship network structure on physical activity and sedentary behaviours. Methods: Methods were drawn from a set of analytical tools known as 'Social Network Analysis', which use friendship nomination data, along with measures of physical activity and sedentary behaviour, to investigate the extent to which friendship network structure was related to the activity behaviours of individuals in the network. Results: There was strong and consistent evidence for similarities in physical activity and sedentary behaviour between friends and within friendship groups, both in children and adolescents. There was a positive correlation in physical activity behaviours between childhood friends, and the likelihood of friendship between two adolescents increased as their physical activity or sedentary behaviour became more similar. The extent of similarity in the behaviours between friends increased with age, and was strongest in late adolescence. Longitudinal analysis over a 7 year period indicated that friendship similarities in physical activity were partly explained by the influence of existing friends in changing an individual's behaviour, and partly by the selection of new friends with similar activity levels. In contrast friendship similarities in sedentary behaviour appear to be solely explained by selection of new similar friends, rather than the influence of existing friends. Conclusions: My findings indicate that friends and peer groups play an important role in shaping both physical activity and sedentary behaviour in children and adolescents, and that harnessing peer influence for behaviour change is a promising direction for future physical activity and sedentary behaviour interventions.
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46

Kwon, Soyang. "Physical activity, cardiorespiratory fitness, adiposity, and cardiovascular health in children and adolescents." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/535.

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The goal of this dissertation research was to better understand relationships among physical activity (PA), cardiorespiratory fitness, adiposity, and cardiovascular (CV) health in children and adolescents. The aim of the first paper was to examine whether fitness and adiposity are independently associated with CV risk factors during puberty. Study participants were 126 prepubertal Caucasian children participating in a longitudinal four-year follow-up study. Fitness level was determined by VO2 max (L/min) obtained from maximal graded exercise testing and adiposity level was determined by the sum of skinfolds. Gender-specific individual growth curve models, including both VO2 max and the sum of skinfolds simultaneously, were fit to predict CV risk factor variables. Models also included covariates such as age, height, weight, and pubertal stage by the Tanner criteria. In both boys and girls, total cholesterol, triglyceride, LDL-C, and systolic blood pressure percentile were positively associated with the sum of skinfolds (P < 0.05), but not with VO2 max (P > 0.05). In conclusion, fitness was not associated with CV risk factors, after adjusting for adiposity, among healthy adolescents. This study suggests that adiposity may play a role in the mechanism underlying the effect of fitness on CV health during puberty. The aim of the second paper was to examine whether early adiposity level is inversely associated with subsequent PA behaviors in childhood. Study participants were 326 children participating in the Iowa Bone Development Study. PA and fat mass were measured using accelerometers and dual energy X-ray absorptiometry (DXA) at approximately 5, 8, and 11 years of age. Gender-specific generalized linear models were fit to examine the association between percent body fat (BF%) at age 8 and intensity-weighted moderate- to vigorous-intensity PA (IW-MVPA) at age 11. After adjusting for IW-MVPA at age 8, an interval between the age 5 and 8 examinations, residualized change scores of BF% and IW-MVPA from age 5 to 8 and mother's education level, BF% at age 8 was inversely associated with IW-MVPA at age 11 among boys (P < 0.05). After adjusting for IW-MVPA at age 8, physical maturity, and family income, BF% at age 8 was inversely associated with IW-MVPA at age 11 among girls (P < 0.05). Categorical analysis also showed that the odd of being in the lowest quartile relative to the highest quartile of IW-MVPA at three-year follow-up for boys and girls with high BF% was approximately four times higher than the odd for those with low BF% (P < 0.05). This study suggests that adiposity levels may be a determinant of PA behavior. Specific intervention strategies for overweight children may be needed to promote PA. The aim of the third paper was to examine whether accelerometer-measured daily light-intensity PA is inversely associated with DXA-derived body fat mass during childhood. The study sample was 577 children participating in the longitudinal Iowa Bone Development Study. Fat mass and PA were measured at about 5, 8, and 11 years of age. Two PA indicators were used, applying two accelerometer count cut-points: the daily sum of accelerometer counts during light-intensity PA (IW-LPA) and the daily sums of accelerometer counts during high-light-intensity PA (IW-HLPA). Measurement time point- and gender-specific multivariable linear regression models were fit to predict fat mass based on IW-LPA and IW-HLPA, including covariates, such as age, birth weight, fat-free mass, height, IW-MVPA and maturity (only for girls). Among boys, both IW-LPA and IW-HLPA were inversely associated with fat mass at age 11 (P < 0.05), but not at ages 5 and 8. Among girls, both LPA variables were inversely associated with fat mass at ages 8 and 11 (P < 0.10 for LPA at age 11, P < 0.05 for others), but not at age 5. In conclusion, this study suggests that light-intensity PA may have a preventive effect against adiposity among older children.
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47

Biederman-Weinstein, Lori. "A descriptive study of the empowerment process of mothers of children who have disabilities." FIU Digital Commons, 2001. http://digitalcommons.fiu.edu/etd/1646.

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The purpose of this study was to examine the phenomenological aspect in the empowerment process of mothers of children with disabilities, and to determine if the coding categories used by Dunst & Trivette (1996) could be replicated. Three mothers of children with disabilities agreed to participate in the study. A semistructured interview was used to determine the specific events that lead to empowerment. Interviews were audio-taped and transcribed by the researcher. Fifteen coding categories and four majors themes of empowerment were identified. Triangulation was used to assure reliability and validity. The findings demonstrated that the coding stages of empowerment as outlined by Dunst & Trivette (1996) are reproducible, as well as the envisionment of the future for their children is the essence of empowerment for these mothers. Specific suggestions are made by which occupational therapists can facilitate the empowerment process of mothers who have children with disabilities.
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48

Hemmingsson, Helena. "Student-environment fit for students with physical disabilities /." Stockholm, 2002. http://diss.kib.ki.se/2002/91-7349-276-0.

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49

Nilsson, Andreas. "Physical activity assessed by accelerometry in children." Doctoral thesis, Örebro : Örebro University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-1739.

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50

Gehrman, Christine Amerika. "Effects of a physical activity and nutrition intervention on body image in pre-adolescents /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3083465.

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