I have things to say: physical activity perception of individuals with intellectual disabilities

Abstract

Using the socio-ecological model (SEM), this study aimed to understand the barriers and facilitators that shape the perceptions of physical activity (PA) participation of individuals with intellectual disabilities (ID) in different educational institutions. A case study design was used in the study. The participants consisted of thirty-two individuals with mild intellectual disabilities selected through convenience sampling from special education vocational schools that provide weekly PA training and special education and rehabilitation centers that do not provide PA training. Content analysis method was used to analyze the data collected through individual interviews. The results of the analyses using SEM as a theoretical framework showed that participation in PA is negatively affected by intrapersonal, interpersonal, institutional, environmental and policy factors. Facilitators at the intrinsic (motivating actions, behaviors and attitudes), interpersonal (family and social network support) and institutional (adequacy and availability of resources) levels were found to positively influence PA participation. While the presence or absence of PA in the educational institution did not affect the barriers and facilitators to PA participation, being female, having multiple siblings, social understanding and advancing age were more prominent in positively or negatively affecting PA participation. The results also showed that factors influencing PA participation can be both barriers and facilitators and are influenced by different levels of SEM, with possible interactions between these levels. Based on these findings, comprehensive strategies are needed to promote physical activity in individuals with ID, with a holistic approach that integrates the multiple influences of SEM to promote PA participation across the lifespan.