A mixed methods exploration of how university students with physical disabilities perceive physical activity and the influence of perceptions on physical activity levels

Abstract

Purpose: The purpose of this study was to investigate university students with physical disabilities’ (SWD) perceptions of physical activity (PA) and how these perceptions may influence activity levels. Methods: Using reliable and validated surveys with in-depth interviews, researchers examined the perspectives of 13 undergraduate SWD regarding PA in the context of their university environment. Four quantitative surveys were used to understand participants’ health practices (SRAHP), exercise self-efficacy (EXSE), barriers to PA (BARSE), and outcome expectations for PA (MOEES). To gather richer, exploratory data, interviews were focused on answering how do SWD perceive and define PA, and what factors influence their PA participation? Correlational analysis and independent t-tests were used to examine survey outcomes. Interviews were analyzed using thematic analysis and line-by-line coding strategies. Results: Quantitative analysis revealed correlations between all MOEES surveys, as well as the EXSE, BARSE, and SRAHP. Analysis of the surveys and interviews resulted in two primary themes and seven subthemes. The first primary theme, personal perceptions of PA, had two subthemes: Personal definitions and personal practices. The second theme, influences on PA participation, consisted of five subthemes: University assistive resources, aspects of personal well-being, symptoms and physical limitations, time and scheduling, and social inclusion. Conclusions: Results from this study helped to understand how SWD identified with PA and identified both motivations and barriers to PA unique to SWD. Data from this study can be used to improve accessibility and disability programming for SWD to promote PA.

Keywords:

• physical disability
• exercise
• college students
• adapted recreation

Public Interest Statement

Although physical activity (PA) is considered to be the single most important outcome of successful rehabilitation, severe physical inactivity and deconditioning is well known to be a crucial health issue in individuals with physical disabilities (IWD). Because many barriers to PA are removed at the university level, this study aimed to understand the perceptions and influences university students with physical disabilities have toward PA. Many participants verbalized a detachment from the conventional definitions of PA, indicating a belief they could not be physically active. While participants made use of resources provided by their university, such as physical therapy, they acknowledged a lack of regular use. Participants also demonstrated low values on PA for health. Health professionals may need to redefine PA or introduce PA earlier in life to help IWD better identify with their ability to perform PA for health.

Competing Interest

The authors declare no competing interest.

Acknowledgments

The authors would like to give special thanks to Gioella Chaparro, Dominique Kinnett-Hopkins, and Alana Harris for their assistance in the original design and data collection of this study.

Additional information

Funding

Funding. The authors received no direct funding for this research.

Notes on contributors

Jennifer L. Dysterheft

Jennifer L Dysterheft is a doctoral student in Kinesiology at the University of Illinois, Urbana-Champaign. During her doctoral work, she has worked with Ian Rice, an associate professor and researcher at the University of Illinois, Urbana-Champaign. She received her MS degree in Exercise Physiology from Minnesota State University, Mankato. Her primary research interests are understanding the physical activity levels of individuals with physical disabilities and wheelchair propulsion biomechanics. Her current research focus is understanding the physical activity levels of university students with physical disabilities and developing recreational programming to improve physical and psychosocial aspects of health.