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

Byron Lai1, Ashley Wright1, Bailey Hutchinson1

  • 1Division of Pediatric Rehabilitation Medicine, Department of Pediatrics, University of Alabama at Birmingham, 1600 7th Avenue South, Birmingham, AL, 35233, United States, 1 2056389790 ext 8-9725.

JMIR Formative Research
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PubMed
Summary

Virtual reality (VR) exercise is feasible for high school students with mobility disabilities when supervised at school. Home-based VR exercise without coaching showed lower engagement and attendance, highlighting the need for structured programs.

Keywords:
feasibilityVRadapted physical activitycardiocardiometaboliccardiorespiratorycerebral palsychildcontrolled trialdevelopmental disabilitydisabilityexerciseexergamehigh schoolintellectual disabilityleisure-time exercisemixed methodmobilitymobility disabilitypediatric rehabilitationtele-exercisetelehealthvirtual reality

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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.