Self-Reported Participation in Sport/Exercise Among Adolescents and Young Adults With and Without Mild to Moderate Intellectual Disability

Robertson, Janet; Emerson, Eric; Baines, Susannah; Hatton, Chris

doi:10.1123/jpah.2017-0035

Cited by 21 publications

(23 citation statements)

References 39 publications

(36 reference statements)

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“…At the interpersonal level, sufficient parental support (e.g., parents’ company) [ 37 ] and positive parental beliefs of the benefits of PA for their child [ 41 ] were identified as family factors that influence PA frequency among children and adolescents with ID. In addition, positive social interactions with peers [ 11 , 52 ] and positive relationships with the coach [ 37 ] were identified as social network facilitators that influence PA frequency among children and adolescents with ID. At the environmental level, an exergaming context implemented at home or at school was identified as a facilitator that influenced MVPA among children and adolescents with ID [ 34 ].…”

Section: Resultsmentioning

confidence: 99%

“…Despite the physiological and psychological health benefits associated with PA participation, previous studies reported that children with intellectual disabilities (ID) did not meet the PA guideline of at least 60 min of moderate-to-vigorous-intensity physical activity (MVPA) per day [ 7 , 8 , 9 ]. In addition, children and adolescents with ID are less active than their counterparts without disabilities [ 10 , 11 ].…”

Section: Introductionmentioning

confidence: 99%

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Barriers and Facilitators of Physical Activity Participation among Children and Adolescents with Intellectual Disabilities: A Scoping Review

Wang

Zhong

et al. 2022

Healthcare

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Background: Children and adolescents with intellectual disabilities (ID) have low levels of physical activity (PA). Understanding factors influencing the PA participation of this population is essential to the design of effective interventions. The purposes of this study were to identify and map the barriers and facilitators of PA participation among children and adolescents with ID. Methods: A scoping review was conducted in accordance with established methodology. Articles were evaluated for relevance using predetermined inclusion criteria in eight databases. Extracted barriers and facilitators were classified using the social ecological model as individual, interpersonal, or environmental factors. Results: Thirty-two studies published between 1992 and 2020 were included (24 quantitative, 6 qualitative, and 2 mixed-method). Thirty-four factors were identified. The most commonly reported barriers included disability-specific factors, low self-efficacy, lack of parental support, inadequate or inaccessible facilities, and lack of appropriate programs. The most commonly reported facilitators included high self-efficacy, enjoyment of PA, sufficient parental support, social interaction with peers, attending school physical education (PE) classes, and adapted PA programs. Conclusions: Continued exploration of factors influencing PA participation is required among children and adolescents with ID. Future interventions should involve families, schools, and wider support network in promoting their PA participation together.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Barriers and Facilitators of Physical Activity Participation among Children and Adolescents with Intellectual Disabilities: A Scoping Review

Wang

Zhong

et al. 2022

Healthcare

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“…Concurrent with Scior and Werner (2015), we found that positive direct contact through leisure activities can help develop a stronger social presence in the community which challenge negative attitudes associated with learning disabilities. We consider this to be a positive and important step forward in reducing the disparity in physical activity uptake still evident between people who have a learning disability and their typically developing peers (Robertson et al, 2018). It is essential that we continue to foster positive relationships by integrating populations as the attitudes of others have been found to be a key facilitator in encouraging participation (Shields & Synnot, 2016).…”

Section: Discussionmentioning

confidence: 99%

What are the barriers and facilitators to participation in active recreation for people with learning disabilities? A scoping review

Haythorne

Gega

Knapp

et al. 2021

Brit J Learn Disabil

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Accessible Summary Hobbies that are active can be a way of improving physical and mental well‐being for people with learning disabilities. Choice, tailoring an activity to a person's needs and companionship between people with learning disabilities and their caregivers can facilitate participation in hobbies that are active. Disregard for a person's physical and cognitive capabilities, and for their environmental or carer circumstances, can hinder participation in hobbies that are active. Abstract Background Active recreation denotes engagement with meaningful and rewarding activities that can improve physical and mental well‐being for everyone; however, there are specific challenges to participation in active recreation for people with learning disabilities. Aim To understand what hinders and what enables participation in active recreation for people with learning disabilities. Method Using a scoping review framework, we retrieved relevant literature by searching MEDLINE 1946 (Ovid), PsycINFO, CINAHL Complete (EBSCO), Scorpus, PubMed and Web of Science. We extracted data, charted and synthesised them using the Model of Human Occupation (Kielhofner, 2008) and the social–ecological model (Boulton, Horne & Todd, 2017). Findings Nineteen studies met our inclusion criteria. Key barriers identified in the studies included caregiver/coach knowledge and skill, caregiver resources, relational, environmental and individual capabilities. Key facilitators included choice, needs‐based tailored activities, positive relationships, consideration of cognitive and functional ability, motivational incentives and policy and organisational factors. Conclusions Participation in active recreation involves a complex interaction between individuals with learning disabilities, their caregivers and their wider organisational and community networks. This relationship warrants further exploration from the perspective of people with learning disabilities and their proxies, so that we can optimise how we design and deliver active recreational pursuits for this population.

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“…It was observed that a limited access to equipment and facilities and the level of disability led to the fact that children performed PA less frequently [40]. The authors revealed that their worse image in the society, insufficient support of family and close friends, limited access to transport and the lack of knowledge about the possibilities to participate in sports have been playing a significant role and have constituted the reason for the lower participation in PA among children with disabilities [41][42][43][44][45]. On the other hand, it was observed that despite their disabilities that cause various complaints, children are aware of their functional capabilities and make use of available facilities to do sports or take up extra PA [46][47].…”

Section: Discussionmentioning

confidence: 99%

Physical activity of children and youth with disabilities

Piłatowicz¹,

Zdunek²,

Molik³

et al. 2018

areh

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Introduction: Physical activity is defined as every movement performed by skeletal muscles above resting metabolic rate. It is important for children and youth as it contributes to appropriate emotional, social and somatic development. It may be limited by developmental disorders, diseases and disabilities. The aim of the work was to review the literature regarding physical activity of children and youth with motor disabilities. Material and methods: The literature review was performed with the use of EBSCO and PubMed databases. The study inclusion criteria were as follows: publication in the English, Spanish or Polish language (1), abstract and/or title of the work included phrases "physical activity" and "children" and "disability" or "children with disabilities" and "fitness" and "activity" or "performance" and "children with disabilities" and "physical activity" (2), the work was published in the years 2011-2018 (3), it is available as a full-text article (4) and it comes from a scientific journal (5). Results: As a result of the literature review, 516 articles were found, out of which 66 were found in EBSCO and 450 in PubMed. Ultimately, 35 papers which fulfilled the inclusion criteria (27 original articles and 8 reviews) were qualified for the study. Conclusions: Persons with disabilities take up any forms of physical activity considerably less frequently than functionally fit individuals. Barriers which hinder taking up physical activity by children with disabilities are constituted mainly by environmental, psychological and physical factors. In order to assess physical activity of children and youth with disabilities, accelerometers, endurance tests, participation and quality of life questionnaires and interviews are applied most frequently. physical activity, children and youth with disabilities, adaptation, disability Streszczenie Wstęp: Aktywność fizyczna to każdy ruch wykonany przez mięśnie szkieletowe organizmu powyżej tempa metabolizmu spoczynkowego. Jest ona ważna dla dzieci i młodzieży, gdyż kształtuje prawidłowy rozwój emocjonalny, społeczny i somatyczny. Może być ograniczona przez zaburzenia rozwojowe, choroby oraz niepełnosprawność. Celem pracy był przegląd piśmiennictwa dotyczący aktywności fizycznej podejmowanej przez dzieci i młodzież z niepełnosprawnością narządu ruchu.

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Self-Reported Participation in Sport/Exercise Among Adolescents and Young Adults With and Without Mild to Moderate Intellectual Disability

Cited by 21 publications

References 39 publications

Barriers and Facilitators of Physical Activity Participation among Children and Adolescents with Intellectual Disabilities: A Scoping Review

Barriers and Facilitators of Physical Activity Participation among Children and Adolescents with Intellectual Disabilities: A Scoping Review

What are the barriers and facilitators to participation in active recreation for people with learning disabilities? A scoping review

Physical activity of children and youth with disabilities

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