METHODOLOGY

1. Subjects 27 young adults with disabilities:13 males (Age: 18-25) and 14 females (Age 18-26) 27 young adults without disabilities (Age: 18-25) Design An action study in which participants were trained workout activities in a naturalistic setting. Each subject with a disability performed 3 skills one day a week for a 10 week period Students without disabilities tracked each subjects progress by using data collection sheets. Exercise Protocols Exercises: hamstring stretching, medicine ball chopping and walking/jogging Hamstring stretch: 15 steps Steps 1-4: Self-Initiated Steps Steps 5-12: Skill-Sequence Steps Steps 13-15: Skill-Performance Steps Medicine ball chopping: 14 Steps Steps 1-3: Self-Initiated Steps Steps 4-11: Skill-Sequence Steps Steps 12-14: Skill Performance Steps Walking/Jogging: 14 Steps Steps 1-3: Self-Initiated Steps Steps 4-7: Skill-Sequence Steps Steps 8-14: Skill-Performance Steps Statistical Analysis Paired Sample t tests were done to compare the performance of the first week compared to the last week in four different areas: Overall number of steps performed correctly Self-initiated steps performed correctly Skill-sequence steps performed correctly Skill-performance steps performed correctly If there was a significant different between the performance from the first session to the last, the integrated training program proved to have a positive effect of the performance. The Effects of an Integrated Recreational Program on Training Workout Activities to Young Adults with Disabilities Amanda R. Chiotti, B.A. & Jiabei Zhang, Ph.D. Special Physical Education Learning Laboratory, HPER Department, Western Michigan University, Kalamazoo, MI METHODOLOGY ABSTRACT RESULTS CONCLUSIONS In response to a significant need to participate in recreational workout activities with age-appropriate peers, an integrated recreational program was recently funded by the U.S. Department of Education to train young adults with disabilities physical activities. The purpose of this study is to investigate the effects of this integrated recreational program on training workout activities to young adults with disabilities. This investigation was an action study in which participants were trained workout activities in a naturalistic setting. Participants were 27 young adults with disabilities. They were trained three workout activities (hamstring stretching, medicine ball chopping and walking/jogging) in an integrated setting with 27 young adults without disabilities. Each activity was trained based on its task analysis. The overall steps of each task analysis included three parts; self-initiated steps, skill-sequenced steps, and performance criteria. Each participant took part in the program one day a week, working on all three skills each day for 10 weeks. The number of task-analyzed steps performed correctly by each participant was measured at the first and last week. Paired sample t tests were then used to analyze the data collected. Results of the paired sample t-tests show that across all three activities, significant differences between the first week and the last week at a statistical level of p = .00 were found on all overall steps, all performance criteria, most skill-sequenced steps, but no all self-initiated steps. These results suggest that this integrated recreational program was effective in training young adults with disabilities overall task analyzed steps, skill sequenced steps, and performance criteria, but not self-initiated steps. The effects of this integrated recreational program were documented for training young adults with disabilities; however, the effect of this program on training self-initiated steps is needed to be investigated further. • A significance value of p >.05 reflects no significant difference from the first session to the tenth session. This causes the null hypothesis to be accepted and the alternative hypothesis rejected. • A significance value of p <.05 reflects a significant difference from the first session to the tenth session. This results in our alternative hypothesis to be accepted and the null hypothesis rejected. • For the self-initiated steps, the significance was .327 for all three of the skills causing the null hypothesis to be accepted and the alternative hypothesis rejected. • This could prove the integrated training is non-effective in teaching young adults with disabilities self-initiated movements or it could also mean the self-initiated steps were already capable of being performed the first session therefore the 10 week session proved to be unnecessary. • The skill-sequence for the walk/jog showed a significance of .161 causing the null hypothesis to be accepted and the alternative hypothesis rejected. • The skill-sequence for this skill included teaching the steps on how to walk. Since there seemed to be very little change from first to last session, it seems trying to teach young adults at this age how to properly walk is not effective. • The alternative hypothesis is accepted for the skill-sequence, performance criteria, and overall steps for both the hamstring stretch and the medicine ball chop, but only the performance criteria and overall for the walk/jog. • This study proves that the exercise training program was effective in teaching the young adults how to perform the skill, but not in teaching them self-initiated steps such as picking up a mat and setting it down on the floor. • In conclusion, young adults with disabilities are capable of learning these three complex workout skills with proof of improvement from the first to the last session of the overall total number of steps they were capable of performing. • Future studies could be done showing the effectiveness of training workout skills to young adults with disabilities over a 10 week course, but using 20 sessions not 10 sessions. INTRODUCTION • Integrated Training Setting: Young adults with disabilities are the participants and the young adults without disabilities are serving as the project trainers. • Ecological-Based Program: The target workout activities for young adults with disabilities are determined by conducting the ecological survey. • Self-Initiated Task Analysis: Each sport activity is adapted and analyzed into meaningful steps focusing on the self-initiation of the targeted sport activity. • Data-Based Activity Plans: Each self-initiated activity is assessed based on its self-initiated task analysis in each session for planning the next activity plan. • Integrated Group Activities: The last 15 minutes of each session is focused on playing a cooperative group game or team sport in an integrated training setting. • The purpose of the present study was to investigate the effects of this integrated exercise training program on the performance of task analyzed workout activities by young adults with disabilities. • The alternative hypothesis is that there is a significant difference between the first session to the tenth session, meaning the integrated training program is effective. • The null hypothesis is that there is no significant difference between the first and the tenth session, meaning the training program is either ineffective or the results were caused by some other factor. REFERENCES • Morrow, Jr. J., Jackson, A., Disch, J. & Mood, D. Measurement and Evaluation in Human Performance. Champaign, IL: Human Kinetics, c2005. • Zhang, J. Integrated Recreational Sport Activity Program. Western Michigan University. http://www.wmich.edu/coe/hper/irsap/ • Bullock, C. C., & Mahon.M. L. (2010). Introduction to recreation services for • people with disabilities: A person-centered approach, Champaign, IL: Sagamore • Publishing. • Results • The hamstring stretch showed a significant mean difference in the skill-sequence, performance criteria and the overall steps, but not for the self-initiated steps. Paired sample ttests provided a significance of .327 for the self-initiated steps, .003 for the skill-sequence and .000 for the performance criteria and the overall steps. • The medicine ball chop showed significant mean differences in the skill-sequence, performance criteria and the overall steps, but not for the self-initiated steps. Paired sample t tests proved there was a significance of .327 for the self-initiated, .001 for the skill-sequence, and .000 for the performance criteria and overall steps. • The walk/jog showed significant mean differences in the performance criteria and overall steps, but not in the self-initiated and skill-sequence steps. Paired sample t tests provided a significance of .327 for the self-initiated, .161 for the skill-sequence and .000 for the performance criteria and overall steps. ACKNOWLEDGEMENTS This study was fully supported by funds from a Research Grant by the U.S. Department of Education at Western Michigan University.