Traditional physical education and peer-tutoring strategy in students with ID

Aim: Youth with intellectual disabilities (ID) generally show low levels of physical activity (PA) (Frey et al. 2008). Peer support has been shown to sustain engagement in PA (Halle et al. 1999) and efficacy of peer tutoring in exercise programs has been reported among adolescents with ID (Stanish et al. 2012). This study examined the efficacy of inclusive peer tutoring (PT) versus traditional physical education (PE) lessons on PA levels and affective response in adolescents with ID. Methods: Twenty-five adolescents with ID (mean age 17.7±1.6 yrs) participated in this study. PA has been registered during 3 PE and 3 PT interventions (1-hour length) with a triaxial accelerometer (GT3X+). Total step counts, minutes spent in moderate to vigorous (MVPA) and sedentary activity (SED) have been considered. Adapted questionnaires on enjoyment during PA (PACES), on feelings and the rate of perceived exertion (RPE) were collected at the end of each lessons. Results: During PT interventions, participants reported higher step counts (p<.05) and RPE (p<.01), and a lower time in SED (p<.05). No significant differences have been reported for affective response and enjoyment. Conclusions: The PT strategy seems to sustain PA involvement of adolescents with ID during PE lessons. Inclusive model of participation for adolescents with ID may encourage exercise participation also in community settings. However, further considerations on total PA during both PE and PT lessons could be depicted. References Frey GC, Stanish H, Temple VA (2008) Physical activity of youth with intellectual disability. Review and research agenda. APAQ 25: 95–117. Halle JW, Gabler-Halle D, Chung YB (1999) Effects of a peer-mediated aerobic conditioning program on fitness levels of youth with mental retardation: two systematic replications. Ment Retard 37: 435–448. Stanish HI, Temple VA (2012) Efficacy of a peer-guided exercise programme for adolescents with intellectual disability. JARID 25: 319–328.