Exploring teachers’ perceptions on physical activity engagement for children and young people with intellectual disabilities

Abstract

Aim: To explore teacher’s perceptions of barriers and facilitators to physical activity (PA), including enabling, reinforcing and predisposing factors amongst children and young people (CYP) with intellectual disabilities (ID). Method and procedures: The Youth Physical Activity Promotion (YPAP) Model was used to inform semi-structured focus groups to explore PA of CYP with ID. Participants were 23 (9 male) teachers and teaching assistants, from three special educational needs (SEN) schools (1 = Primary, 2 = Secondary) within North West England. Three focus groups were held with between six and eight participants, audio and video recorded and data transcribed. Data were inductively and deductively analysed using Nvivo and represented through pen profiles. Results: Three pen profiles were developed and structured around YPAP Model to display themes within the data. Enabling factors (facilities (n = 23) and activity type (n = 39)); reinforcing factors (influences of peers (n = 23), family (n = 10) and teachers (n = 19) to PA engagement); and predisposing factors (healthy lifestyle (n = 15), enjoyment of PA (n = 14), adaptations for PA (n = 10), structured play (n = 10), effects of disability on PA (n = 8) and the CYPs attitudes towards PA (n = 8)). Conclusion: CYP with ID enjoy engaging in PA, particularly activities that are of a fun and unstructured nature which allow for progression of skills and promote independence. Participants recognised that they, as teachers, had an influence on the CYP’s PA engagement, however suggested that parents have the most influential role. Similar to previous research, participants noted that CYP with ID had a lack of understanding as regards the importance of PA engagement and its benefits to health. It is suggested a strong home–school link for CYP within SEN schools could prove to be a key facilitator for active and healthy lifestyles education and choices.

Keywords:

• intellectual disabilities
• physical activity
• children
• young people
• teachers
• focus groups

Acknowledgements

The authors would like to thank the three schools that were involved in the study especially to the teachers and teaching assistants involved within the focus groups.

Funding

Liverpool John Moores University, UK provided financial support throughout the duration of this research project and dissemination phase.