Purpose: The purpose of this study is to determine the association between school-based fitness testing awards and meeting physical activity guidelines among children with disabilities.
Design: Cross-sectional secondary data analysis using NHANES 2013-2016.
Setting: Data from NHANES 2013-2016 were used.
Sample: 3915 children without disabilities and 647 children with disabilities between ages of 5 to 15 years.
Measures: Self-reported from children or proxy response from guardians in above parameters.
Analysis: Chi-square test and multivariable logistic regression.
Results: There is no significant different between children with and without disabilities in receiving school-based fitness testing awards (×2 = 4.14, p = .05). According to both crude and adjusted model, children with disabilities are more likely to received school-based fitness testing awards than children without disabilities (OR = 1.44, 95% C.I. [.98, 2.12]; OR = 1.27, 95% C.I. [.85, 1.89]). Also, for children with disabilities, children who did not received school-based fitness testing awards are more likely to meet PA guidelines than children who received school-based fitness testing awards according to both crude and adjusted models (OR = 1.71, 95% C.I. [.66, 4.47]; OR = 1.37, 95% C.I. [.59, 3.16]).
Conclusion: Receiving school-based fitness testing could potentially increase self-efficacy in engaging in physical activity among children with disabilities. However, there is a need to determine if the current approach of utilizing awards are sufficient enough to promote physical activity among children with disabilities.
Keywords: FITNESSGRAM; adapted physical activity; adapted physical education; exercise; physical education curriculum.