Author(s): WEN, J., SIT, H., WONG, H., SUM, K., YU, J., YANG, W., Institution: THE CHINESE UNIVERSITY OF HONG KONG, Country: CHINA, Abstract-ID: 1204

INTRODUCTION:
Disabled children and adolescents experience significant challenges in physical and mental health development. While physical activity (PA) interventions have shown benefits in controlled settings, evidence for sustainable school-based approaches remains limited. This study examined the effects of a six-month school-based PA intervention using a whole-of-school approach on physical and mental health outcomes among disabled children and adolescents.
METHODS:
A pilot pre-post intervention study was conducted in 19 special schools in Hong Kong. A total of 312 disabled children and adolescents (mean age 12.12 ± 3.17 years; 56.7% with physical disabilities [PD], 40.1% with intellectual disabilities [ID], 3.2% with hearing impairments) participated. The intervention incorporated structured adapted physical activity, teacher and parent training, and individualized programs to create a supportive educational environment. Outcomes included objectively measured PA levels, physical fitness, cognitive function, and psychosocial measures. Linear mixed models were used to analyze intervention effects, adjusting for covariates.
RESULTS:
The intervention significantly increased light PA (19.12 min/day, p = 0.001) and total PA (20.56 min/day, p = 0.002), but not moderate-to-vigorous PA. Physical fitness improvements were observed in handgrip strength (1.33 kg, p < 0.001) and flexibility (1.54 cm, p = 0.042). The accuracy of cognitive tests improved by 6.77% (p < 0.001) across both disability groups. Quality of life increased significantly (3.28 points, p = 0.004), particularly in physical and school domains. Self-concept showed modest improvements (0.15 points, p = 0.016). Unexpectedly, perceived support from significant others declined (−0.21 points, p = 0.025). Differential responses were observed between disability groups.
CONCLUSION:
The school-based PA intervention effectively improved PA levels, selective fitness components, cognitive function, and psychosocial outcomes among disabled children and adolescents. These findings support the feasibility of implementing sustainable school-based PA programs while highlighting the need for disability-specific adaptations and attention to maintaining social support networks during interventions promoting independence.