摘要：The purpose of this study was to examine the usefulness of adapted physical activity inclusive program, via a longitudinal assessment of physical fitness parameters of participants with intellectual disability using the maximum participation and non-sedentary activities principles for improving life and quality health in a university outreach program (Adapted Physical Education Program, Proefa). Proefa uses inclusive and developmental approaches and applies two principles: the maximum participation and opposition to sedentary physical activities. Using the inclusion context, our practice requires that we acknowledge diversity of participants with and without disabilities, in order to ease learning through cooperation among them. However, teachers fail to coordinate demands for exertion in exercise and motor skills of students with and without disabilities because they underestimate the potential of disabled students. Another problem in physical education is a limited number of weekly classes within schools and institutions. In this study, the results of the participation in the two-week sessions revealed some, but limited improvement in physical fitness by the Proefa participants. Parameters that were significantly affected by the Proefa experience included cardio respiratory fitness, lower limb power in horizontal jump and motor agility. Many results in these tests were affected by poor motor coordination and uncertainty about test goals. In addition, blood pressure parameters were normalized after participating in Proefa. Proefa’s inclusion strategy with peer tutors facilitated maximum participation and the offer of non-sedentary activities, as well as it showed that participants with intellectual disabilities improve some fitness parameters, even with limited number of weekly meetings.
其他摘要：The purpose of this study was to examine the usefulness of adapted physical activity inclusive program, via a longitudinal assessment of physical fitness parameters of participants with intellectual disability using the maximum participation and non-sedentary activities principles for improving life and quality health in a university outreach program (Adapted Physical Education Program, Proefa). Proefa uses inclusive and developmental approaches and applies two principles: the maximum participation and opposition to sedentary physical activities. Using the inclusion context, our practice requires that we acknowledge diversity of participants with and without disabilities, in order to ease learning through cooperation among them. However, teachers fail to coordinate demands for exertion in exercise and motor skills of students with and without disabilities because they underestimate the potential of disabled students. Another problem in physical education is a limited number of weekly classes within schools and institutions. In this study, the results of the participation in the two-week sessions revealed some, but limited improvement in physical fitness by the Proefa participants. Parameters that were significantly affected by the Proefa experience included cardio respiratory fitness, lower limb power in horizontal jump and motor agility. Many results in these tests were affected by poor motor coordination and uncertainty about test goals. In addition, blood pressure parameters were normalized after participating in Proefa. Proefa’s inclusion strategy with peer tutors facilitated maximum participation and the offer of non-sedentary activities, as well as it showed that participants with intellectual disabilities improve some fitness parameters, even with limited number of weekly meetings.
