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Fitness and Sport-Skill Outcomes of High School Students with Special Needs from a 10-Week Inclusive Intramural Basketball Program.
|Title:||Fitness and Sport-Skill Outcomes of High School Students with Special Needs from a 10-Week Inclusive Intramural Basketball Program.|
|Authors:||Tsuchida, Allison R.|
Rate of Perceived Exertion
|Date Issued:||Aug 2017|
|Publisher:||University of Hawaiʻi at Mānoa|
|Abstract:||Introduction: Physical activity (PA) and social interaction are essential to the health of|
individuals with and without disabilities alike. Unfortunately, individuals with disabilities have
fewer opportunities to participate in PA. The purpose of this study was to examine the effects of
a 10-week inclusive basketball program for students with special needs on fitness and sport-skill
outcomes. Additionally, this study aimed to describe the changes in heart rate (HR) and rating of
perceived exertion (RPE) reporting throughout the 10-week program.
Methods: The intervention consisted of three stages: skill-based learning, modified game
play, and combination – skill and modified game play. These stages included lessons that were
expected to illicit low moderate, high moderate, and moderate-to-vigorous physical activity
(MVPA) levels of physical activity respectively. During the 10-week intervention, HR and RPE
data were collected during each session while fitness and skill assessments were conducted preand
post- intervention. A single subject range bound changing criterion design was used to assess
HR and RPE, while nonparametric statistical tests assessed differences in stage, fitness, and sport
Results: Visual inspection of the data demonstrated behavior stability near the MVPA
range and the highest percentage of conforming data (PCD) was seen in stage 3. Verification of
the data was observed as all data in stage 1 was lowest across all stages. A chi-square between
stages test found significant differences (p=0.00) in the PCD between stages. Extremely low
correlations (r=-0.13 to 0.14) were found between reported RPE with HR. Aerobic fitness did not
increase (p=0.69) but decreases in one-mile run/walk times were observed. Basketball individual
ball skills and offensive play did not improve (p=0.063 and p=1.0 respectively); however,
individual defensive skills (p=0.046) did improve. Social validity questionnaires indicated
positive outcomes and support for the intervention.
Conclusion: The intervention did promote greater levels of physical activity intensity, in
the MVPA range, and improved individual defensive play in basketball for students with special
needs. Both students with special needs and special education teachers felt the intervention and
basketball program increased sport skills and positive affective outcomes and would like to
expand extra-curricular activities opportunities in schools.
|Description:||Ph.D. Thesis. University of Hawaiʻi at Mānoa 2017.|
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||
Ph.D. - Education|
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