Abstracts

24 Feasibility of a group-based school exercise intervention for children with intellectual disabilities
AWARD FINALIST
J. Bellamy 1 *
1
The Children’s Hospital Westmead
Background: Current research supports the increasing prevalence of obesity in children with intellectual disabilities (ID). Four potential contributing
factors have been identified and include: reduced physical activity levels, poor nutrition, medications-induced metabolic abnormalities and lack of
parental/guardian awareness. Current exercise interventions targeting obesity management have relied heavily on high supervisor to child ratios in
children diagnosed with mild-moderate ID. Small effects have been illustrated through conservative exercise prescription, mainly comprising of such
activities as walking groups, treadmill walking and small numbers of resistance-based exercise. This pilot aims to assess the feasibility of a
group-based exercise intervention for children with moderate-severe ID in a school-based setting.
Methods: 10 students aged between 9-13 years from a School for Special Purposes (SSP) located in South West Sydney completed a 16 week
exercise intervention consisting of one 30-minute exercise session per week. Exercise sessions comprised of 60% aerobic, 20% strength and
balance, 20% fundamental movement skill (FMS) development. Anthropometry (height, weight, BMI and waist circumference), 6-Minute Walk Test
(6-MWT), standing broad jump, sit and reach, single leg balance and the NSW Schools Physical Activity and Nutrition Survey 2010 FMS assessment
battery was completed 0, 8 and 16 weeks. Follow up assessment was completed 3-months following completion of the exercise intervention.
Results: In our population, 40% of the children were overweight and a further 30% were obese (median BMI of 23.3). Participants attended 74.4%
of all 16 sessions offered, with the main reason for non-participation being absenteeism from school. Small groups of 3-5 children per supervisor
were achieved by the completion of the intervention. 0% dropout rate with 100% of surveyed parents wishing to re-enrol their child into the program.
50% of teachers reported increased compliance in class following exercise sessions. No significant change was observed in BMI z scores (p = .175)
or waist circumference (p = .241). However, aerobic capacity (as measured through 6-MWT) significantly improved throughout the intervention (p =
.008; 95% CI), whilst returned to initial baseline at the 3-month follow up assessment time point. FMS increased significantly (p = .000) over the
course of the intervention.
Discussion: Through the use of three main facilitation strategies; FMS development, social interaction and multiple communication pathways,
this study supports the feasibility of a group-based school exercise intervention for children with moderate-severe ID. This novel intervention further
supported improvements in aerobic capacity, flexibility and FMS development.
25 Active learning: Effectiveness of learning a numeracy skill with physical activity, reducing sedentary time
in school children
Thursday 22 October
M. Vetter 1 * • H. O’Connor 1 • N. O’Dwyer 2 • Ro. Orr 1
1
The University of Sydney • 2 Charles Sturt University
Introduction: The effectiveness of learning while exercising has gained increased attention, particularly as a potential strategy to reduce
sedentary time in school children. This study aimed to determine the effectiveness of combining aerobic physical activity (PA) with learning a
numeracy skill – the times-tables – in primary school students, compared with a standard classroom approach. Learning times-tables is an
important yet challenging skill for primary school students and mastery is known to be essential for future academic achievement in mathematics.
Methods: This study was a randomized controlled trial. Grade three students (8-9y) of mixed gender, ethnicity and socioeconomic status from two
Australian public schools were randomly allocated to either Playground (P) or Classroom (C) mathematics classes. The six-week, 18-session
intervention involved 3×30 minute sessions per week of either P (moderate-vigorous aerobic exercise drills while simultaneously completing maths
games to learn the times-tables) or C (seated- activity based maths games similar to P). Pre- and post-assessment of body mass index (BMI), fitness
(VO 2peak via the Shuttle Run), general numeracy competence (via National Assessment Program – Literacy and Numeracy [NAPLAN] test), and
times-table competence was conducted. Data: mean±SD.
Results: Of the 147 participants, 72 were randomized to P. All baseline variables were similar between the groups. After six weeks there were no
significant between-group differences in outcomes. However, there was significant within-group improvement for fitness (P: 25.4±3.6 to 27.9±4.3;
C: 26.0±4.0 to 28.1±4.8 ml.kg.min -1 both p