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EJ970252 - Efficacy of a Peer-Guided Exercise Programme for Adolescents with Intellectual Disability

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ERIC #:	EJ970252
Title:	Efficacy of a Peer-Guided Exercise Programme for Adolescents with Intellectual Disability
Authors:	Stanish, Heidi I.; Temple, Viviene A.
Descriptors:	Exercise; Mental Retardation; Physical Fitness; Adolescents; Peer Relationship; Recreational Activities; Pretests Posttests; Muscular Strength; Program Effectiveness
Source:	Journal of Applied Research in Intellectual Disabilities, v25 n4 p319-328 Jul 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Date:	2012-07-00
Pages:	10
Pub Types:	Journal Articles; Reports - Research
Abstract:	Background: Peer support is strongly associated with physical activity of adolescents. This study examined the efficacy of a YMCA-based, peer-guided exercise training programme for increasing health-related physical fitness among adolescents with intellectual disabilities. Materials and Methods: Adolescents with intellectual disabilities and typically developing peer partners provided reciprocal support during 1-h exercise sessions that included aerobic exercise, weight training and stretching activities. The programme was conducted 2 days/week for 15 weeks and pre- and post-test fitness testing was conducted. Results: Participants demonstrated significant improvements in curl-ups, 6-min walk and BMI. Exercise session attendance was high and participants typically completed all of the prescribed aerobic and stretching exercises, whereas weight training exercises were completed less consistently. Conclusions: This peer-guided model integrates social and instructional support for adolescents with intellectual disabilities and may encourage exercise participation in community settings.
Abstractor:	As Provided
Reference Count:	0

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Record Type:	Journal
Level:	N/A
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ISBN:	N/A
ISSN:	ISSN-1360-2322
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://dx.doi.org/10.1111/j.1468-3148.2011.00668.x

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