Accelerometer-Measured Physical Activity among Children with and Without Disabilities: Evidence from the UK Millennium Cohort Study

Abstract

Aims: This study aimed to compare accelerometer-measured physical activity and sedentary time between children with and without disabilities and to examine socio-ecological correlates stratified by disability status. Study Design: A cross-sectional secondary analysis of a population-based cohort study. Place and Duration of Study: Data were drawn from Sweep 4 of the UK Millennium Cohort Study, conducted between May 2008 and August 2009, when cohort members were approximately 7 years old. Methodology: The analytic sample included 6,552 children, including 311 children with disabilities and 6,241 children without disabilities. Moderate-to-vigorous physical activity (MVPA), daily steps, and sedentary time were derived from accelerometer data. Linear regression models compared physical activity outcomes between groups, and stratified multivariable regression models examined socio-ecological correlates by disability status. Results: Children with disabilities accumulated less MVPA (approximately 4 min/day) and fewer daily steps (approximately 380 steps/day) than children without disabilities, while sedentary time did not differ significantly. Fewer than half of children in either group met the World Health Organization-recommended 60 min/day MVPA guideline. Boys accumulated more MVPA across both groups. Among children with disabilities, school physical education difficulties were strongly associated with lower MVPA and fewer daily steps. Among children without disabilities, additional correlates included weight status and Strengths and Difficulties Questionnaire total score. Conclusion: Physical activity levels were insufficient among children with and without disabilities at age seven, with modest but significant disparities in MVPA and steps. Inclusive school physical education may represent an important context for supporting physical activity participation among children with disabilities. The findings highlight the need for early, school-based, and inclusive physical activity promotion.