RehabMove 2018: PSYCHOSOCIAL CORRELATES OF PHYSICAL ACTIVITY OF STUDENTS WITH INTELLECTUAL DISABILITY

Physical activity is recognized as a relevant marker of cardiovascular health. Nevertheless, studies reported that many young people, especially those with intellectual disability are not active enough to benefit their health. Recently in Portugal, the need to know more about physical activity engagement and effects on populations with disabilities has emerged, especially since the special education law was declared in 2008, stating that all children should be in regular schools with the same opportunities. Portuguese educational setting is facing new challenges such as the design, implementation and monitoring of appropriate intervention for these students. It is necessary to have a broader overview about what contents and skills should be taught and enhanced, providing instructions on physical activity or sport-related health benefits and special physical education programs and/or school sports. So far little is known about the factors related to physical activity participation in different contexts among children and adolescents with intellectual disability. Therefore, our study aimed to analyze and compare the psychosocial correlates of physical activity of 60 children and adolescents (with and without intellectual disability), between 10 and 16 years, within regular schools trying to determine the factors that influence this engagement. Findings point out the inexistence of differences between groups in scholar sport, attitudes towards physical and physical education, as also in health/competence perception and task/ego orientation. Significant differences were found in parent’s physical activity and with peers, organized and non/organized physical activity, and physical activity frequency. There are scarce studies in this area and therefore, the emphasis should be on studying and looking for solutions and strategies to enable all children to access to physical activity in and out of school