抄録
Objective: There are some qualitative studies on the practical issues in inclusive physical education (P.E.), where regular class children (RCC) and special needs children (SNC) learn together in the same place. However, few studies have objectively examined these issues from a quantitative perspective. The purpose of this study was to clarify the actual physical activity of SNC in inclusive P.E. from a quantitative perspective, focusing on metabolic equivalents (METs). Methods: METs during inclusive P.E. were collected using activity meters in 316 elementary school children (RCC: 302, SNC: 14). The mean and coefficient of variation (CV) of METs and moderate to vigorous physical activity rate (%MVPA) of RCC and SNC in the exercise learning situation were compared. The RCC and SNC were divided into high, medium, and low groups, respectively, based on the magnitude of %MVPA, and the %MVPA of each group was compared between the RCC and SNC. Results: The mean values of METs and %MVPA were lower in SNC than in RCC, but there were no significant differences for either. For CV of %MVPA, SNC was higher than RCC in the ball exercise class, whereas SNC was lower than RCC in the stretch and gymnastics class. Compared to RCC, there was a large difference in %MVPA between the "%MVPA high group " and the "%MVPA medium group" as well as the "%MVPA low group" in the SNC ball exercise class. Conclusions: Compared to RCC, SNC tended to have lower mean values of METs and %MVPA during inclusive P.E., but the differences were not significant. SNC showed a polarization of %MVPA in the ball exercise class. It was suggested that exercise with simple rules and uncomplicated movements were effective in securing MVPA in SNC.
https://ror.org/05tvatp40 
