1. INTRODUCTION: The lack of fitness and recreation opportunities for children with disabilities is problematic and can be consequential to proper health and development. Adapted aquatics offers necessary physical activity and educational programming to children with disabilities and the benefits for these children are more pronounced and significant than for their able-bodied peers. Similar benefits could potentially be derived from surfing in the ocean. PURPOSE: The purpose of this study was to assess the effectiveness of a surfing intervention on the strength, flexibility, cardiorespiratory endurance, amount of activity, balance, range of motion, bone density, and program evaluation of children with disabilities. METHODS: Twenty-nine children ages 5-18 years, were recruited from the University of Rhode Island Adapted Physical Education Program, Special Olympics Rhode Island and through word-of- mouth. This was an 8-week program that used pre and post-testing measurements. Amount and type of physical activity (activity counts)- Polar Actives, balance- Modified Berg Balance Scale, cardiovascular endurance, flexibility and muscular strength and endurance- Brockport Physical Fitness Test (BPFT), program evaluation, and bone density- Pediatric DEXA scan measurements were recorded. The goal of each hour surf lesson was to teach the participants how to paddle in the water, balance on their board, and ride a wave on the board progressing from laying, to kneeling, to standing. RESULTS: We found significant improvements in endurance (isometric push-ups): (P‹ 0.015) and cardiorespiratory endurance (20-m) PACER (P‹0.009), core strength ( P ‹ 0.076) among the participants receiving the surf intervention. CONCLUSION: These results showed that there is an overall improvement in upper body strength and cardiorespiratory endurance in these participants. Further research is needed to discern the physiological effectiveness of surfing programs as an alternate exercise modality for children with disabilities. Emily D. Clapham, Ed.D., Kelli Hingerton, and Timothy Burns Department of Kinesiology 1, University of Rhode Island, Kingston, RI 02881 ACSM recommends 30 minutes of moderate intensity aerobic exercise 3-4 times a week for children The World Health Organization emphasizes the importance of physical activity Children with disabilities engage in less physical activity than their peers without disabilities and typically have decreased cardiorespiratory endurance, muscle strength, balance, coordination, and motor skills AQUATIC EXERCISE Research has found improvements in cardiorespiratory endurance, increased exercise capacity, and improved swim skills SURFING Surfing is solitary, repetitive and requires determination and stamina Development of surf programs for children with disabilities Due to the therapeutic nature of the ocean, the aim of this study is to explore the potential mental/emotional and physical benefits of surfing on children with disabilities. This may be helpful in creating new therapy programs for children with disabilities. Children between the ages of 5-21 Diagnosed developmental, sensory, and/or physical disabilities Cleared by MD Study Design: This research project employed an experimental study design. The treatment group received the surfing intervention for 8 weeks and the control group received adapted aquatics for 8 weeks. There were pre and post-testing measurements taken. The Brockport Physical Fitness Test Based on the Prudential FITNESSGRAM The goals were to asses the children’s strength, flexibility, cardiorespiratory endurance, intensity of activity, balance, perceived self competence and program evaluation. Acknowledgements Table 1. Brockport Physical Function Test Pre and Post-Testing Results  The results indicate a surfing program is feasible and useful to improve cardiorespiratory endurance and upper body strength of children with disabilities.  Researchers also collected qualitative descriptive data on the program to support conclusions with a program evaluation questionnaire and interview completed by parents.  Heart rate and physiological data were collected throughout the program with Sunnto monitors.  Further research is pertinent to look at each disability and determine the physiological effectiveness of a surfing intervention Subjects Purpose Introduction Abstract Outcome Measures Results Discussion Test Significance in the surf and aquatics groups respectively Upper Body Strength Grip strength (L) P =N.S, P =N.S Grip strength (R) P =N.S, P=N.S EnduranceIsometric Push-Up P = 0.015*, P =N.S CoreModified sit-ups P ‹ 0.076, P =N.S FlexibilityBack Saver Sit-and-reach (L) P = N.S, P =N.S Back Saver Sit-and-reach (R) P = N.S, P =N.S CR Endurance 20-m PACER P ‹ 0.009, P= N.S BMIHandheld BMI P = N.S, P =N.S Instructional Goals of the Adapted Surf Program Surf Skill: Cues from the instructor:Modifications Paddling 1.Lay prone in the center of the surfboard. 2.Balance in a comfortable position prone in the center of the surfboard. 3.Alternate reaching and pulling the sand or water with your right and left arm using an overhead motion. 1.The child and instructor can paddle together on the board in an “I” formation. 2.The instructor can hold the child on the board while the child paddles. 3.The child can use a boogie board instead of a surfboard. 4.The child can use a paddleboard instead of a surfboard. Balancing 1.Center yourself on your board in a sitting or lying position. 2.Move your legs in a circular motion. This will give you more stability on the surfboard. 3.Once you are comfortable in a seated position you can try a lying position. Let me know when you are ready. 4.Lie down in the center of your board in a prone position. 1.The child and instructor can balance together on the board. 2.The instructor can hold the child on the board while the child attempts to balance independently. Moving into a sitting position- 1.Once you catch a wave with your surfboard, try moving from lying on the board to sitting on the board. 1.The child and instructor can start and ride the waves in together in the seated position. 2.The instructor can push the child into the waves to help the child catch the wave with the surfboard. 3.The child can bodysurf the waves without a surfboard or use a boogie board. Moving into a kneeling position- 1.Once you catch a wave with your surfboard, kneel on the board after catching a wave in the lying position. 1.The child can catch and ride the wave tandem in the kneeling position with the help of the instructor. 2.The instructor can push the child into the waves to help the child catch the wave with the surfboard. 3.The child can bodysurf the waves without a surfboard or use a boogie board. Moving into a standing position-. 1.Once you catch a wave with your surfboard, pop up to a standing position on your surfboard. 2.You can shift your weight from right to left to steer your surfboard and ride the wave into the beach. 1.The instructor can push the child into the waves to help the child catch the wave with the surfboard. 2.The child can bodysurf the waves without a surfboard or use a boogie board. 3.The instructor and child can ride the wave tandem in the standing position. 4.The child can use a paddleboard instead of a surfboard and start in the standing position.  Thank you to all the participants and their families, Dr. Linda Lamont, all the volunteers for all of their time and support, Peter Panagiotis for his in-kind wetsuit and surfboard equipment donations, the Fogarty Foundation, Doug Flutie Jr. Foundation and URI for funding this research project. This project would not have been possible without all of this support. Catching Waves for Health II: Exploring the Benefits of Surfing on Children with Disabilities