3) The measurement procedure: The measurements were performed <strong>in</strong> accordance <strong>with</strong> thebehavioural code section entitled ‘Resistance among people <strong>with</strong> an <strong>in</strong>tellectual disability <strong>in</strong> theframework of the Act Govern<strong>in</strong>g Medical-Scientific Research Involv<strong>in</strong>g Humans’ [42]. Consistentdistress or unhapp<strong>in</strong>ess was <strong>in</strong>terpreted as a sign of lack of assent and further participation <strong>in</strong> thestudy was reconsidered.ProtocolsBefore the tests took place, the test<strong>in</strong>g leaders and personal guides of the participants completeda checklist that <strong>in</strong>cluded all contra<strong>in</strong>dications. Participants were excluded from the study if theyexhibited any of the follow<strong>in</strong>g exclusion criteria at the time of the measurements: psychoses,depression, or other severe psychological problems; or somatic diseases, which were def<strong>in</strong>edas chronic diseases and/or diseases that do not resolve <strong>in</strong> the short term (e.g., osteoarthritis,osteoporosis, pneumonia, etc). Participants were also excluded for the follow<strong>in</strong>g reasons: generalillness or fever; tak<strong>in</strong>g antibiotics; worsen<strong>in</strong>g of asthma, epilepsy (recent <strong>in</strong>sult or epileptic fits),fresh wound(s)/bruise(s), or other factors caus<strong>in</strong>g pa<strong>in</strong> dur<strong>in</strong>g movement; or stress due to thesubject’s behaviour just before the measurement date. To reduce learn<strong>in</strong>g effects, the participantspractised twice before formal test<strong>in</strong>g began.Six-m<strong>in</strong>ute walk<strong>in</strong>g distance testParticipants performed the 6MWD test on a 36-m course (Figure 2), which was located <strong>in</strong> agymnasium. The participants walked six m<strong>in</strong>utes at a self-chosen pace and tried to cover as muchdistance as possible <strong>with</strong>out runn<strong>in</strong>g. Instructors accompanied all participants to help them f<strong>in</strong>dtheir way. This was necessary because of the participant’s visual disabilities. The participants wereencouraged <strong>in</strong> a standardized way. The total distance covered represented a participants level offunctional exercise capacity.3027242118331536/0start3 6 9 12Figure 2 6MWD courseChapter 4 | 59
SRT-I, II and adapted Shuttle Run Test (aSRT)Due to the severe multiple disabilities and the co-morbidities, practice sessions were performed<strong>in</strong> order to exam<strong>in</strong>e whether the protocols of the SRT I and II had to be adjusted. The SRT-Ihas a start<strong>in</strong>g speed of 5 km/h, whereas the SRT-II has a start<strong>in</strong>g speed of 2 km/h. Dur<strong>in</strong>g theabovementioned familiarisation period, we found that 5 km/h was too fast for our participants,but 2 km/h was too slow. Thus, we adjusted the start<strong>in</strong>g speed to 3 km/h. In this adapted SRT(aSRT), speed was <strong>in</strong>creased every m<strong>in</strong>ute at 0.25 km/h steps, conform the orig<strong>in</strong>al procedureby Verschuren [30]. Every <strong>in</strong>crease <strong>in</strong> speed is called a step. The number of steps successfullycompleted at the time the test is stopped, represents a participants level of aerobic capacity.The aSRT course was located <strong>in</strong> a gymnasium and was composed of an oval curve <strong>with</strong>two markers (Figure 3). The subjects walked between two markers that del<strong>in</strong>eated the 10-mcourse at a set <strong>in</strong>cremental speed determ<strong>in</strong>ed by an audio signal played from a standard CDplayer. Instructors accompanied all participants to help them pace themselves accord<strong>in</strong>g to theaudio signal. The course adaptations and the use of <strong>in</strong>structors were necessary because of theparticipants visual disabilities.At the end of each step, the participants were told to walk a little faster. The test wasf<strong>in</strong>ished when, on two consecutive paced signals, the participants were more than 1.5 m awayfrom the end marker.6,86 mF<strong>in</strong>ish3,14 m3,14 mStart6,86 mFigure 3 Shuttle test parcourseR=1 MetreDistance between Start and F<strong>in</strong>ish = 6.86 m + ½ (2πR)= 6.86 + 3.14= 10 mMotivationTo determ<strong>in</strong>e whether the participants pushed themselves to their limits and whether motivation<strong>in</strong>fluenced the tests, we used two strategies.First, we compared the registered heart rate at the end of the test or when the test wasstopped <strong>with</strong> the estimated peak heart rate. All participants wore a heart rate monitor (PolarAccurex plus, Kempele, F<strong>in</strong>land), so that we could measure their heart rate every m<strong>in</strong>ute dur<strong>in</strong>gperformance and immediately after performance. Dur<strong>in</strong>g the tests, peak heart rate <strong>in</strong> beats perm<strong>in</strong>ute (bpm) was registered on a heart-rate-monitor storage device; these data could later beread from a wrist monitor and recorded on a datasheet. Each participant’s peak heart rate wasestimated us<strong>in</strong>g the formula of Fernhall [42] for participants <strong>with</strong> <strong>in</strong>tellectual disabilities: 210 –0.56 (age) – 15.5 (DS). DS is 1, however if a participant has Down’s Syndrome, DS factor equals 2.The second strategy to exam<strong>in</strong>e whether the participants pushed themselves to their limits60 | Chapter 4
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Measuring physical fitnessin person
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Rijksuniversiteit GroningenMeasurin
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patterns in this study we can concl
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References1 Emerson E. Underweight,
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38 Multilevel Models Project (2004)
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Chapter 9General DiscussionChapter
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on this. To sum up, testing in pers
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studies. Randomized Controlled Tria
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problems in both locomotor skills a
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InleidingVoldoende bewegen en fithe
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verstandelijk niveau en bepaalde mo
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Hieruit bleek, dat de motivatie van
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De leden van de leescommissie, prof
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Judith van der Boom, dank je wel vo
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