这项研究的目的是确定基于学校的健身测试奖项与残疾儿童的体育活动指南之间的关联。
使用NHANES2013-2016的横截面二次数据分析。
使用了NHANES2013-2016年的数据。
3915名无残疾儿童和647名5至15岁的残疾儿童。
在上述参数中,儿童自我报告或监护人的代理反应。
卡方检验和多变量逻辑回归。
残疾儿童和非残疾儿童在接受学校适应性测试奖励方面没有显着差异(×2=4.14,p=0.05)。根据粗略和调整后的模型,残疾儿童比非残疾儿童更有可能获得基于学校的体能测试奖(OR=1.44,95%C.I.[.98,2.12];OR=1.27,95%C.I.[.85,1.89]).此外,对于残疾儿童来说,根据粗模型和校正模型,未获得校本体能测试奖励的儿童比获得校本体能测试奖励的儿童更有可能符合PA指南(OR=1.71,95%C.I.[.66,4.47];OR=1.37,95%C.I.[.59,3.16]).
接受以学校为基础的体能测试可能会提高残疾儿童参与体育锻炼的自我效能。然而,有必要确定目前利用奖励的方法是否足以促进残疾儿童的体育活动。
The purpose of this study is to determine the association between school-based fitness testing awards and meeting physical activity
guidelines among children with disabilities.
Cross-sectional secondary data analysis using NHANES 2013-2016.
Data from NHANES 2013-2016 were used.
3915 children without disabilities and 647 children with disabilities between ages of 5 to 15 years.
Self-reported from children or proxy response from guardians in above parameters.
Chi-square test and multivariable logistic regression.
There is no significant different between children with and without disabilities in receiving school-based fitness testing awards (×2 = 4.14, p = .05). According to both crude and adjusted model, children with disabilities are more likely to received school-based fitness testing awards than children without disabilities (OR = 1.44, 95% C.I. [.98, 2.12]; OR = 1.27, 95% C.I. [.85, 1.89]). Also, for children with disabilities, children who did not received school-based fitness testing awards are more likely to meet PA
guidelines than children who received school-based fitness testing awards according to both crude and adjusted models (OR = 1.71, 95% C.I. [.66, 4.47]; OR = 1.37, 95% C.I. [.59, 3.16]).
Receiving school-based fitness testing could potentially increase self-efficacy in engaging in physical activity among children with disabilities. However, there is a need to determine if the current approach of utilizing awards are sufficient enough to promote physical activity among children with disabilities.