Perceived barriers and facilitators to participation in physical activity for children with disability: a qualitative study

Abstract

BackgroundChildren with disability engage in less physical activity compared to their typically developing peers. Our aim was to explore the barriers and facilitators to participation in physical activity for this group.MethodsTen focus groups, involving 63 participants (23 children with disability, 20 parents of children with disability and 20 sport and recreation staff), were held to explore factors perceived as barriers and facilitators to participation in physical activity by children with disability. Data were analysed thematically by two researchers.ResultsFour themes were identified: (1) similarities and differences, (2) people make the difference, (3) one size does not fit all, and (4) communication and connections. Key facilitators identified were the need for inclusive pathways that encourage ongoing participation as children grow or as their skills develop, and for better partnerships between key stakeholders from the disability, sport, education and government sectors. Children with disabilities’ need for the early attainment of motor and social skills and the integral role of their families in supporting them were considered to influence their participation in physical activity. Children with disability were thought to face additional barriers to participation compared to children with typical development including a lack of instructor skills and unwillingness to be inclusive, negative societal attitudes towards disability, and a lack of local opportunities.ConclusionsThe perspectives gathered in this study are relevant to the many stakeholders involved in the design and implementation of effective interventions, strategies and policies to promote participation in physical activity for children with disability. We outline ten strategies for facilitating participation.Electronic supplementary materialThe online version of this article (doi:10.1186/s12887-016-0544-7) contains supplementary material, which is available to authorized users.

How to succeed? Physical activity for individuals who are blind

“…Previous publications have shown that certain central factors related to the environment and PA characteristics are decisive for facilitating PA adherence among individuals with impairments (Shields & Synnot, 2016;Stuart et al, 2006). One important environmental factor is the instructor, who has the main responsibility for involving all participants in activities and making those activities safe, educational and enjoyable for them.…”

“…One perspective is to explore the individuals' experiences. Some studies have assessed the self-perceived facilitators of and barriers to PA participation among children and adolescents with various physical disabilities (Shields & Synnot, 2016) and visual impairments (Greguol, Gobbi, & Carraro, 2015;Haegele & Porretta, 2015;Lieberman, Robinson, & Rollheiser, 2006;Stuart, Lieberman, & Hand, 2006;Wiskochil, Lieberman, Houston-Wilson, & Petersen, 2007). Reported facilitators include family involvement, PA being highly valued by individuals, socialization, fun and a sense of success, the competence of the instructor, autonomy in the choice of activities and peer acceptance (Shields & Synnot, 2016).…”

“…Some studies have assessed the self-perceived facilitators of and barriers to PA participation among children and adolescents with various physical disabilities (Shields & Synnot, 2016) and visual impairments (Greguol, Gobbi, & Carraro, 2015;Haegele & Porretta, 2015;Lieberman, Robinson, & Rollheiser, 2006;Stuart, Lieberman, & Hand, 2006;Wiskochil, Lieberman, Houston-Wilson, & Petersen, 2007). Reported facilitators include family involvement, PA being highly valued by individuals, socialization, fun and a sense of success, the competence of the instructor, autonomy in the choice of activities and peer acceptance (Shields & Synnot, 2016). Commonly reported barriers include lack of motivation, bullying and negative attitudes from peers and others, reduced gross motor skills, lack of activities in the local community, lack of qualified instructors, poor information about the programmes and having few peers with whom to do the activities (de Schipper, Lieberman, & Moody, 2017;Greguol et al, 2015;Haegele & Porretta, 2015;Lieberman et al, 2006;Shields & Synnot, 2016;Stuart et al, 2006;Wiskochil et al, 2007).…”

“…Reported facilitators include family involvement, PA being highly valued by individuals, socialization, fun and a sense of success, the competence of the instructor, autonomy in the choice of activities and peer acceptance (Shields & Synnot, 2016). Commonly reported barriers include lack of motivation, bullying and negative attitudes from peers and others, reduced gross motor skills, lack of activities in the local community, lack of qualified instructors, poor information about the programmes and having few peers with whom to do the activities (de Schipper, Lieberman, & Moody, 2017;Greguol et al, 2015;Haegele & Porretta, 2015;Lieberman et al, 2006;Shields & Synnot, 2016;Stuart et al, 2006;Wiskochil et al, 2007).…”

Barreiras e facilitadores para a atividade física das pessoas com déficit intelectual

“…O apoio emocional da família, dos amigos e profissionais foi apontado como facilitador de uma maior participação em atividades de lazer das pessoas com deficiência [27][28][29] . A sociedade tem que promover uma abordagem inclusiva para programas comunitários e serviços que reconheçam e apoiem as necessidades de pessoas com deficiência [23][24][25][26][27][28][29][30] . Embora normalmente haja uma necessidade de serviços de AF separados ou adaptados, o fato de que esses programas são pouco oferecidos na maioria das comunidades em todo o mundo, especialmente nos países mais pobres, onde os recursos dedicados ao cuidado e bem-estar são limitados, há a necessidade de maior número de programas inclusivos de AF que forneçam elementos de adaptação para as pessoas com deficiência 8 .…”