Abstract
Statement of Problem: Current research explains how students living in low socio-economic areas are at disadvantage when it comes to physical activity participation. This is primarily due to the lack of available resources to them, which increases their health-related risk. The purpose of this study was to examine fitness testing scores in children with and without clinically diagnosed learning disabilities in a Title I school serving a low socio-economic neighborhood in Northern California to understand the difference in fitness scores between these groups. Sources of Data: Data were collected from 28 male students (13 with disabilities, 15 without disabilities) attending a public school located in a large, Northern California Public School District during mandatory Fitness Testing for 7th grade students. Survey data were collected for demographic purposes from the parents or guardians of the 28 male students participating in the FitnessGram. Northern California elementary was the location for the FitnessGram, which is a Title I school. The FitnessGram tool measures students’ aerobic capacity, body composition, muscular strength, endurance, and flexibility of children ages five to seventeen. Conclusions Reached: Research analysis indicated that male students without cognitive disabilities only performed better in the FitnessGram mile run (p=0.03) compared to their peers with cognitive disabilities. Students without cognitive disabilities had a better passing rate of students who meet the healthy fitness zone standards for the mile run (p=0.04). Parent survey indicated that fewer students with cognitive disabilities actively commuted to school (p=0.002) compared to students without disabilities. Our hypothesis was inaccurate as male students without cognitive disabilities scored better in one of the six subtest in the FitnessGram. The hypothesis that male students with cognitive disabilities will score lower in the FitnessGram compared to their peers without disabilities was minimally supported.