The Journal of school health · 2026
Physical Activity Disparities Between Students With and Without Disabilities Across School-Based Physical Activity Contexts.
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Nam Kahyun, Kulinna Pamela H, van der Mars Hans, Block Martin E, Ringenbach Shannon D
Аннотация
BACKGROUND: Students with disabilities (SWD) face higher risks of obesity and lower physical activity (PA) levels compared to students without disabilities (SWOD). Comprehensive School Physical Activity Programs (CSPAP) aim to provide equal PA opportunities for all students, yet activity differences in moderate-to-vigorous physical activity (MVPA) among SWD in secondary schools remain understudied.
METHODS: This study measured MVPA levels and environmental factors throughout the school day and during three CSPAP components-Physical Education, before-school PA, and lunchtime recess-using activity monitors and observation tools. Participants included 124 students in grades 6-8 (33 SWD).
RESULTS: SWD were significantly less active than SWOD during the school day, Physical Education, and recess, but not during before-school PA. Statistical analyses identified disability status, Physical Education enrollment, and environmental factors, such as organized activities and equipment availability, as important predictors of MVPA across different settings.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Creating organized, inclusive, and well-equipped PA environments is essential for reducing MVPA differences between student groups. Results emphasize the need for school health policies ensuring equal access to quality PA opportunities for all students.
CONCLUSION: SWD are less physically active than SWOD during Physical Education and other school-based PA opportunities.
METHODS: This study measured MVPA levels and environmental factors throughout the school day and during three CSPAP components-Physical Education, before-school PA, and lunchtime recess-using activity monitors and observation tools. Participants included 124 students in grades 6-8 (33 SWD).
RESULTS: SWD were significantly less active than SWOD during the school day, Physical Education, and recess, but not during before-school PA. Statistical analyses identified disability status, Physical Education enrollment, and environmental factors, such as organized activities and equipment availability, as important predictors of MVPA across different settings.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Creating organized, inclusive, and well-equipped PA environments is essential for reducing MVPA differences between student groups. Results emphasize the need for school health policies ensuring equal access to quality PA opportunities for all students.
CONCLUSION: SWD are less physically active than SWOD during Physical Education and other school-based PA opportunities.