A community-based exercise program to increase participation in physical activities among youth with disability: a feasibility study

Abstract

Purpose: To evaluate the feasibility of a student-mentored community-based exercise program for youth with disability.

Method: Nineteen youth (nine female; mean age 18 years) with disability (seven cerebral palsy, six Down syndrome, three spina bifida, two autism spectrum disorder, one spinal cord injury) were recruited. Each participant was matched with a student mentor and exercised twice a week for 12 weeks at their local gymnasium. Five domains of feasibility were assessed: demand, implementation, practicality, limited efficacy testing, and acceptability.

Results: Demand comprised 55 expressions of interest. Demonstrating evidence of implementation, 91% of scheduled sessions were attended and training fidelity (comparing training load in weeks 1 and 12) showed exercise intensity significantly increased for strength and aerobic exercises. The program was practical with no major and 17 minor adverse events (e.g., muscle soreness). Limited efficacy testing was demonstrated by increased arm (4 kg, 95% CI: 1–7) and leg strength (43 kg, 95% CI: 24–62), walking endurance (80 m, 95% CI: 24–137), and improvement in three dimensions of health-related quality of life (autonomy, physical, and psychological well-being). The program was accepted very positively by participants.

Conclusions: A student-mentored community-based exercise program feasibly engages youth with disability in community-based exercise.

Implications for Rehabilitation

• A 12-week community-based student-mentored exercise program for youth with disability is feasible.

• Exercising in a real-world setting with a student mentor has a positive effect on physical and psychological well-being of youth with disability.

Keywords:

• Feasibility
• physical activity
• disability
• student mentor
• community based

Acknowledgements

The authors acknowledge the contributions of the participants, their families, and the student mentors who volunteered their time for this research study, to Caroline Evans who assisted with data collection, to Disability Sport and Recreation (Victoria) who assisted with recruitment, to Associate Professor Michael Kingsley and Dr. Stephen Cousins who supported the volunteers exercise physiology student mentors and to the Victorian Department of Education and Early Childhood Development.

Disclosure statement

The authors declare that they have no competing interests. The authors report no conflicts of interest.

Additional information

Funding

This work was funded by H+L Hecht Trust and the Joanne Tubb Foundation.