The after-school sedentary behavior status among children and adolescents with intellectual disabilities

Yaqing Yuan; Jianing Ding; Chao Wang; Shaohua Zhang; Yinping Wang; Yang Liu; Jingmin Liu

doi:10.3389/fpsyt.2022.1049180

The after-school sedentary behavior status among children and adolescents with intellectual disabilities

Front Psychiatry. 2022 Dec 1:13:1049180. doi: 10.3389/fpsyt.2022.1049180. eCollection 2022.

Authors

Yaqing Yuan^{1

2}, Jianing Ding³, Chao Wang⁴, Shaohua Zhang⁵, Yinping Wang⁶, Yang Liu⁷, Jingmin Liu¹

Affiliations

¹ Division of Sports Science and Physical Education, Tsinghua University, Beijing, China.
² College of Sports and Health, Shandong Sport University, Jinan, Shandong, China.
³ Department of Physical Education, Fujian Agriculture and Forestry University, Fuzhou, Fujian, China.
⁴ Department of Health Management, Yongan Prison of Fujian Province, Yongan, Fujian, China.
⁵ Department of Physical Education, China Disabled Persons' Federation, Beijing, China.
⁶ Beijing Tongzhou Nationalities Primary School, Beijing, China.
⁷ Department of Physical Education, Shandong Jianzhu University, Jinan, Shandong, China.

Abstract

Background: There is evidence that the after-school period plays an essential role in accumulating sedentary behavior (SB) among children and adolescents, as well as implementing potential interventions. However, relatively little is known regarding SB status of children and adolescents with intellectual disabilities (ID) during the after-school period. The purpose of this study was to investigate the total level and specific pattern of the after-school SB among children and adolescents with ID.

Methods: The after-school SB status among 325 children and adolescents with ID was evaluated by the parent-reported Children's Leisure Activities Study Survey-Chinese edition questionnaire.

Results: Parents of children and adolescents with ID reported approximately 204 min/day of after-school SB. Specifically, the longest time of the after-school period was spent performing the screen-based SB (84 mins/d). This was followed by recreational SB and educational SB (50 and 30 mins/d, respectively). The children aged 6-12 years old engaged more time in recreational SB than adolescents aged 16-18 years old (p < 0.05) during the after-school period. Further, the data indicated that 37.5% of children and adolescents with ID achieved the guideline limitation of 2-h-maximum screen-based SB during the after-school hour.

Conclusion: Children and adolescents with ID spent a large portion of the after-school period in SB, particularly engaged in more time on after-school screen-based SB. Future efforts should focus on developing and implementing period-specific interventions designed to reduce after-school SB in the segment of this population.

Keywords: after-school; children and adolescents; health promotion (HP); intellectual disabilities; sedentary behavior.