Andy Pitchford is raising the lives of youth with developmental disabilities by enhancing their physical activity outside and inside the classroom.
“I’ve always wanted to give you a public suitable for people taking part in my research,” said Pitchford, a whole new assistant professor in kinesiology at Iowa State University. “Whether it’s learning about their body composition and health through DXA scan results, or riding a bicycle in my ballet shoes, it’s really down to collecting something they did not have before they took part in an intervention.”
Pitchford studies numbers of exercising, motor skills, and obesity in people who Down syndrome. Aided by the Department of Kinesiology and Nutrition and Wellness Research Center’s dual-energy x-ray absorptiometry (DXA) scanners, he can record comprehensive images of bone, muscle, and fat mass. By checking the different parts in the body, Pitchford is capable of break body composition down with greater detail. Looking closely at these areas, he stated, improves measurement practices.
“There’s something about Down syndrome that may be creating body fat mass among those using the disability – twice the national average,” Pitchford said. “Even if we compare people who have Down syndrome to people with intellectual disabilities and not using a genetic origin, they’re substantially more overweight and obese. They tend to help keep more like their fat mass of their abdomen as compared to other locations, so our clinical tools, like DXA, are particularly useful given that you aren’t getting regional body composition information from bmi.”
Curiosity that connects into the community
Pitchford’s drive to create do more exercise available for those with developmental disabilities was sparked during his undergraduate studies on the University of Michigan in Ann Arbor. With his introductory coursework, he observed phys . ed . classes in area schools.
“I saw instruction which had been basic; it had not been individualized,” Pitchford said. “The resources the adapted phys . ed . teacher had were minimal, however the students during the class had the actual possibility to profit the most from physical education.”
Pitchford’s curiosity continued while pursuing a master’s degree at Oregon State University. There, he studied to turn into licensed like a Certified Adapted Physical Educator, but also found he enjoyed particles conducting research and addressing real-world issues. He volunteered with Special Olympics, which connected him to young athletes with Down syndrome.
“People with Down syndrome have unique health-related needs,” Pitchford said. “I enjoy working and interacting with them. Should you specialise in a population, there ought to be an association for it.”
Creative methods of intervention
Because Pitchford recruits originating from a unique population to perform his research, he was quoted saying it can be difficult to reach potential participants. However, he’s found success by connecting with parent organizations.
“My work targets questions which are of interest to folks,” Pitchford said. “I’m a resource they’re on the lookout for. It’s a two-way street – there’s reciprocity as I make an effort to answer my research questions while giving them a site.”
Given the difficulty of finding enough participants to jog successful scientific tests and large-scale interventions, Pitchford is leveraging modern technology to enjoy mobile interventions.
“Tablets and motion sensors on activity trackers i want to conduct individualized interventions in case you have disabilities by eliminating the ought to get to the exercise clinic here on campus,” he explained. “Web conferencing technologies may also be used to deliver mobile exercise and fitness interventions for anyone with disabilities that still address their needs, but remove several of the burdens of traditional exercise intervention approaches.”
Involving students in interventions
As Pitchford has his research and outreach, he incorporates the principles of theoretical models – learning the “why” behind teaching methods and community interventions.
“It’s having that theoretical basis to know why programs work or are broken, so you can turn into a thoughtful practitioner,” he said.
Philip Martin, professor and chair of kinesiology, said Pitchford’s blending of research and outreach ties on to the aims of the kinesiology department.
“One of Andy’s many strengths along with a characteristic that caught our attention over the recruiting process is a way he integrates his research and outreach activities,” Martin said. “He fits our teaching, research, and outreach missions effectively. Together with concentrate on adapted training, Andy also further diversifies research understanding the department.”
Pitchford brings his students into his work. An advocate for applied experiential learning, he strives to connect real-life experiences to his course content through hands-on practice.
This fall, students within the adapted physical education class volunteered with Special Olympics Iowa for your volleyball tournament hosted during the Forker Building.
“In KIN 395, we’ve learned about several different disabilities that can stem from our bodies. However, additionally we make sure you consentrate on a person’s ability, not their disability,” said Kacie Schumann, a senior in sports and physical eduction teacher education who functions as president in the College of Human Sciences’ Phys . ed . Club. “Special Olympics is strictly that – being focused on how much of an individual can perform and permitting them to use those skills within the athletically competitive setting.”
Pitchford is accommodating expand the long-standing partnership between Special Olympics and the Department of Kinesiology through the Special Olympics summer games held about the Iowa State campus each May.
“The land-grant institution ideals of providing something into the city?are very much ingrained in my philosophy for conducting studies and examining research questions which might be extremely important to families that have kids with disabilities,” Pitchford said.
