Background: Sedentary lifestyles among school-aged children, especially those with disabilities, poses significant public health concerns. Comprehensive School Physical Activity Programs (CSPAP) are pivotal in promoting physical activity (PA) within school settings, yet students with disabilities (SWD) often engage less in moderate-to-vigorous physical activity (MVPA) compared to students without disabilities (SWOD). This discrepancy highlights the need for interventions to enhance PA among SWD, with peer tutoring emerging as a promising strategy. Methods: This study utilized a non-experimental design involving systematic direct observation and accelerometry to assess MVPA among 124 secondary school students, including 33 SWD, across various CSPAP components. Additionally, a multiple-treatment reversal design was employed to explore the impact of trained vs. untrained peer tutors on MVPA levels during Physical Education and lunchtime recess. The interventions focused on peer tutor training, aiming to increase the effectiveness of peer support and, consequently, the MVPA engagement of SWD. Results: Significant disparities in MVPA engagement between SWD and SWOD exist, emphasizing the need for strategies to promote equitable PA participation. Trained peer tutors significantly enhanced MVPA levels among SWD during both structured Physical Education classes and unstructured recess periods. Key determinants of MVPA engagement included the structured support provided by trained peer tutors, the content of PA sessions, and the frequency of peer interactions. Conclusion: The study underscores the critical role of trained peer support in facilitating increased PA engagement among SWD within CSPAP sessions. It highlights the necessity for inclusive, accessible school PA programs that accommodate the diverse needs of all students. Future research should explore the long-term impacts of peer tutor training and its integration into broader educational policies to foster a more inclusive and active school environment for SWD.

Background: Stroke is a leading cause of long-term disability in the United States (US). Assisted Cycling Therapy (ACT) incorporates the use of an electric motor to enhance the rotations per minute (rpm). ACT of about 80 rpm, has been associated with improvements in motor, cognitive, and clinical function. The acute effects of ACT on motor and cognitive function of persons with stroke induced deficits have not been investigated.

Purpose: To compare the acute effects of ACT, voluntary cycling (VC), and no cycling (NC) on upper and lower extremity motor function and executive function in adults with chronic stroke (age: 60 ± 16 years; months since stroke: 96 ± 85).

Methods: Twenty-two participants (gender: female = 6, male = 16; types: ischemic = 12, hemorrhagic = 10; sides: left lesion = 15, right lesion = 7) completed one session of ACT, one session of VC and one session of NC on separate days using a 3 x 3 crossover design.

Results: ACT lead to greater improvements in lower and upper extremity function on the paretic and non-paretic side than VC or NC (all p < 0.05), except in the non-paretic lower extremity where ACT and VC produced similar improvement (both p < 0.05). ACT and VC, but not NC, were associated with improvements in inhibition (p < 0.05). A positive relationship between cadence and motor function (P < 0.05) was found. Ratings of perceived exertion shared an inverted-U shaped relationship with measures of processing speed (p < 0.05) and a negative linear relationship with measures of executive function (p < 0.05).

Conclusion: ACT appears to benefit paretic and non-paretic motor function globally whereas the benefits of VC are more task specific. Faster cycling cadence was associated with greater improvements in global motor function. ACT and VC seem to carry similar acute benefits in inhibition.