Browsing by Author "Brunton, Laura"

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    Adapted sport and recreation summer camp: youth with physical disabilities, their parents and staff perspectives on psychosocial outcomes and physical activity participation
    (2019-06-25) Sandron, Elysa; Emery, Carolyn; Condliffe, Elizabeth; Legg, David; McDonough, Meghan; Brunton, Laura
    Objectives: 1. To examine how an adapted sport and recreation (S&R) camp may facilitate a pathway to regular participation in physical activity (PA). 2. To assess the psychosocial benefits of an adapted S&R program from the perspective of youth with physical disabilities, their parents, and staff. Methods: Youth with physical disabilities participated in an adapted S&R camp designed to introduce adapted S&R programs offered in the community. Photography to stimulate conversation (youth), semi-structured interviews (17 youth, 4 staff) and focus groups were conducted (12 parents/guardians). Inductive thematic analysis was conducted. Results: Youth perspectives resulted in five themes; 1) comfort around others with disabilities, 2) improved social skills, 3) reframing of therapeutic exercises as sports and devices as sports equipment, 4) discovery of abilities, and 5) overcoming stigma. Parent and staff perspectives resulted in three themes pertaining to perceptions of benefits experienced by youth; 1) normalizing participation in sport and PA, 2) motivation to participate in PA and be independent in daily activities, and 3) empowerment and confidence. Three themes related to perceptions on guiding youth through a pathway to PA; 4) recognizing youth’s ability, 5) raising awareness of PA opportunities, and 6) relief from barriers. Conclusions: Findings suggest adapted S&R camps are a possible pathway supporting PA participation for youth with physical disabilities.
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    Examining Physical Activity, Adiposity, and Function in Youth with and without Spastic Cerebral Palsy
    (2018-06-27) Janzen, Leticia Mae; Emery, Carolyn; Condliffe, Elizabeth; Kuntze, Gregor; Brunton, Laura; Toomey, Clodagh M.
    Objectives: To examine physical activity (PA), body composition, balance, and strength in youth (ages 10-18) with cerebral palsy (CP), compared to age- and sex-matched typically developing (TD) peers. Methods: Thirty youth with CP [gross motor function classification system (GMFCS) levels I-III; 20 males], were matched to TD youth. PA (minutes in sedentary, light, and moderate-vigorous) was measured using ActiGraph accelerometers. Body composition (fat and lean mass indices) was assessed by dual-energy x-ray absorptiometry. Center of pressure (total path length and 95% ellipse area) on two force plates represented balance. Lower-extremity strength was measured using hand-held dynamometry. Results: Youth with CP, GMFCS levels II or III, achieved less moderate-vigorous PA, were more sedentary, weaker with all lower-extremity muscle groups, had lower lean mass indices, and had larger 95% ellipse areas than TD youth. Conclusions: GMFCS level appeared to impact the severity of activity limitations and of body structure and functional impairments.
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    The Feasibility and Impact of a Painted Designs Intervention on School Children’s Physical Activity
    (Taylor and Francis Group, 2022-06-16) Wong, Janet B.; McCallum, Kyle S.; Frehlich, Levi; Bridel, William; McDonough, Meghan H.; McCormack, Gavin R.; Fox, Kris; Brunton, Laura; Yardley, Leah; Emery, Carolyn A.; Hagel, Brent
    Interventions such as painted designs on school tarmacs may increase children’s physical activity during school hours. This mixed-methods study examined the influence of a painted designs (e.g., traditional games, random circles) intervention on the physical activity experiences of elementary school children. Systematic observations and accelerometer data were collected to evaluate the type and quantity of student physical activity. Interviews were used to explore teacher and student experiences. Observed physical activity was not significantly different between intervention and control schools (t(43) = 0.22, p = 0.83), and children at the intervention schools undertook less physical activity (steps, moderate, vigorous, and combined moderate-to-vigorous activity) as compared with the control school (t = 2.71- 4.35, p < 0.05). Teachers and students commented that the painted designs were confusing but held potential for inclusiveness, physical activity, and learning. Additional resources and instruction may assist in better use of painted designs for physical activity and academic learning.