The Enjoyment of Formal and Informal Recreation and Leisure Activities: A comparison of school‐aged children with and without physical disabilities

Abstract

Despite the fairly extensive literature on the developmental benefits of youth's participation in organised, out‐of‐school activities, little is known about the participation of school‐aged children with physical disabilities in formal recreation and leisure activities, both in comparison with their participation in informal activities and with children who are typically developing. Enjoyment of formal and informal activities was examined for 427 children with physical disabilities and 354 children without disabilities, aged 6–14 years. It was predicted that children without disabilities would report significantly greater enjoyment of formal than informal activities, whereas this would not be the case for children with disabilities. This prediction was confirmed. Children with disabilities also participated in significantly fewer formal and informal activities, and participated in these activities less intensely than did children without disabilities. The mechanisms responsible for psychological engagement, enjoyment, and the developmental benefits of participation in activities are discussed, along with implications for research and clinical practice.

Keywords:

• activity
• children
• disability
• enjoyment
• leisure
• participation
• recreation

Acknowledgements

This study was supported by a research grant from the National Institutes of Health (Grant HD38108‐02); by the CanChild Centre for Childhood Disability Research, funded in part by an operating grant from the Ontario Ministry of Health and Long‐term Care; and by the Research Alliance for Children with Special Needs, funded by the Social Sciences and Research Council of Canada. Preparation of this article was supported by a Senior Research Fellowship awarded to Gillian King by the Ontario Mental Health Foundation. Appreciation is extended to Susanne King, Heidi Schwellnus, the Thames Valley District School Board, and the many interviewers, organisations, and families who contributed their time and commitment to this research project.