학교 일과 중 지적장애학생과 비장애학생의 신체활동 수준 비교
Comparison of School Time Physical Activity Levels in Students With and Without Intellectual Disability
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본 연구의 목적은 학교 일과 중 지적장애학생과 비장애학생의 신체활동 수준을 비교 분석하는 것이며, 이를위해 대도시에 소재한 중학교에 재학 중인 지적장애학생 10명과 비장애학생 12명을 대상자로 선정하였다. 동작가속계(Actical monitor, Mini Mitter Co.)를 사용하여 학기 중 5일간 신체활동량을 측정하였으며, 다음과 같은결론을 얻었다. 첫째, 학과 일과 중 지적장애학생과 비장애학생의 총에너지소비량과 신체활동량 간에는 유의한차이를 나타냈다. 또한 지적장애학생의 경우, MVPA에 참여하는 시간도 상대적으로 적었으며, 많은 시간(67.2%)을 앉아서 보내는 것으로 나타났다. 둘째, 학교 일과 중 시간대별 대상자들의 신체활동량과 강도별 활동시간을 비교한 결과를 보면, 쉬는시간에는 지적장애학생의 비활동 시간이 비장애학생에 비해 유의하게 많이 나타났다. 점심시간의 경우 신체활동량과 비활동 시간, 저강도 활동에서 지적장애학생과 비장애학생 간에 유의한차이를 보였다. 체육시간에는 지적장애학생이 비장애학생에 비해 비활동시간이 현저하게 많았으며, 전체적인신체활동량과 총에너지소비량, 중강도 활동은 유의하게 낮게 나타났다. 셋째, 지적장애학생은 쉬는시간과 점심시간, 체육시간 간에 MVPA(Moderate and Vigorous Physical Activity)에 참여한 시간의 차이가 크지 않았으나,비장애학생은 체육시간에 MVPA에 참여하는 시간이 쉬는시간이나 점심시간에 비해 높게 나타났다. 넷째, 체육수업 중 지적장애학생의 MVPA 참여 비율은 미국의 USDHHS(2000)와 COPEC(1998)이 제시한 권장 기준에 미달되지만, 비장애학생은 대체로 충족시키는 것으로 나타났다.
Abstract
The purpose of the study was designed to analyze school time physical activity levels of middle school students with and without intellectual disability. 10 students with and 12 without intellectual disability in middle school located in metropolitan area were selected for data collection. Physical activity was measured for consecutive 5 days by accelerometer(Actical monitor, Mini Mitter Co.). The results obtained from this study were as follow. First, there was a significant difference between students with and without intellectual disability in total energy expenditure(kcal/day) and physical activity level(counts/day) during whole school time. Students with intellectual disability spent a lower proportion of time in MVPA during school time. Second, students with intellectual disability engaged significantly more time in sedentary activity during recess. There was a significant difference between students with and without intellectual disability at physical activity level, sedentary activity time, and light activity time during lunch time. Students with intellectual disability spent more time in sedentary activity during Physical Education(PE) compared to those without intellectual disability. Third, there was no significant difference among recess, lunch time, and PE in MVPA of students with intellectual disability. However, students without intellectual disability had a higher proportion of MVPA in PE compared to recess and lunch time. Fourth, the proportion of time in MVPA of students without intellectual disability during PE meet the guidelines from USDHHS(2000) and COPEC(1998), however those of with intellectual disability did not.
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