Physical activity for children in special school environment

Key Messages<div>1. We assessed children’s physical activity (PA) in structured (physical education) and unstructured (recess, lunch, before and after school) periods in special schools </div><div>and examined its association with modifiable area contextual characteristics.</div><div>2. Children with disabilities were not highly active, but were more active during recess and lunch periods than at other times including physical education classes.</div><div>3. Areas were often not accessible during unstructured settings. Children were more active in areas when supervision and organised activities were provided.</div><div>4. Providing an interactive game during free play did not significantly increase group’s PA.</div><div>5. Children’s PA accrual is influenced by contextual characteristics of the school environment. There is a need to make areas more accessible and to use social marketing and programming to attract more users. School and health professionals</div><div>should modify contextual characteristics by providing more direct supervision and organised activities during free play.</div>