School-Based Virtual Reality Programming for Obtaining Moderate-Intensity Exercise Among Children With Disabilities:...

Area of Science:

• Rehabilitation Medicine
• Exercise Science
• Assistive Technology

Background:

• Children with mobility disabilities face limited exercise options for cardiorespiratory and cardiometabolic health.
• Schools offer an ideal setting for promoting health-enhancing behaviors in children.
• Virtual reality (VR) presents a potential avenue for accessible exercise interventions.

Purpose of the Study:

• To assess the feasibility of a 6-week virtual reality (VR) exercise program for high school students with mobility disabilities.
• To evaluate implementation factors and participant well-being in a school-based VR exercise setting.

Main Methods:

• A single-group, pre- to posttrial design was employed with 9 participants completing the study.
• Participants engaged in three 25-minute VR exercise sessions per week at moderate intensity, either at school (supervised) or at home (autonomous).
• Feasibility metrics included attendance, exercise volume, adverse events, and health-related fitness changes (walking endurance, hand-grip strength).

Main Results:

• Supervised school-based VR exercise yielded higher attendance (83%) and exercise volume compared to autonomous home-based exercise (27% attendance).
• No significant improvements in walking endurance or hand-grip strength were observed.
• Qualitative data revealed key implementation factors and participant benefits, with no adverse events reported.

Conclusions:

• Implementing VR exercise programs in high schools is feasible for students with mobility disabilities, particularly with school-based supervision.
• Autonomous home-based VR exercise without coaching is less effective for sustained engagement.
• Findings inform the development of optimized VR exercise protocols for this population.