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Research paper thumbnail of I Don't Have Time": Barriers and Facilitators to Physical Activity for Adults with Intellectual Disabilities

Adapted Physical Activity Quarterly, 2016

Individuals with intellectual disabilities (ID) tend to have low rates of participation in volunt... more Individuals with intellectual disabilities (ID) tend to have low rates of participation in voluntary or prescribed physical activity. The purpose of this study, therefore, was to identify the barriers, facilitators, and needs influencing physical activity participation of adults with ID within the framework of a social ecological model. A qualitative approach consisted of data collected from surveys and guided focus groups. Participants included adults with ID (n = 6) and their primary caregiver (n = 6). Barriers were categorized under three themes: organizational barriers, individual constraints, and external influences. Examples of subthemes included information dissemination, reliance on others, and caregiver considerations. Facilitators included primary caregivers as champions and camaraderie. Needs centered on family program involvement, improved programmatic structure, and programmatic support. Results indicate the need for community programs to examine barriers and facilitators applicable to their unique setting and population across all levels of a social ecological model. PMID:

Research paper thumbnail of “I Don’t Have Time”: Barriers and Facilitators to Physical Activity for Adults With Intellectual Disabilities

Adapted Physical Activity Quarterly, 2016

Individuals with intellectual disabilities (ID) tend to have low rates of participation in volunt... more Individuals with intellectual disabilities (ID) tend to have low rates of participation in voluntary or prescribed physical activity. The purpose of this study, therefore, was to identify the barriers, facilitators, and needs influencing physical activity participation of adults with ID within the framework of a social ecological model. A qualitative approach consisted of data collected from surveys and guided focus groups. Participants included adults with ID (n = 6) and their primary caregiver (n = 6). Barriers were categorized under three themes: organizational barriers, individual constraints, and external influences. Examples of subthemes included information dissemination, reliance on others, and caregiver considerations. Facilitators included primary caregivers as champions and camaraderie. Needs centered on family program involvement, improved programmatic structure, and programmatic support. Results indicate the need for community programs to examine barriers and facilitato...

Research paper thumbnail of The Influences of Participation in an Elite Paralympic Military Program on the Self-Identity of Active Duty Service Members with Acquired Disabilities

Background/Purpose: To explore the lived experiences of active duty service members with acquired... more Background/Purpose: To explore the lived experiences of active duty service members with acquired disabilities that participated in an elite military sport program to gain an enhanced perspective on how elite sport programming influences self-identity post injury. Methods: A phenomenological approach was employed, using a three phase semistructured interview protocol to capture military journeys of four (4) service members who had sustained a physical disability as the result of a combat injury and chose to remain on active duty status as a part of a specialized unit designed to prepare service members for the Paralympics. Results: Three themes were identified with implications on the saliency of the service members' identities. These were (a) goal orientation, (b) champions through transition, and (c) the unit. Participants reported that participation in the specialized unit provided new challenges and opportunities, inspired both athletic and military goals and provided the opportunity to continue to serve. Conclusion: Concepts self-determination theory (STD) were evident across the participants' accounts of their military careers. The findings portray a group of highly self-determined service members, who throughout the course of their military journey experienced a strong sense of competence, relatedness and autonomy. The elite military sport program provided infrastructure required to foster the salience of a service member identity.

Research paper thumbnail of Physical Activity Survey--Parent Version

Research paper thumbnail of Barriers and Facilitators to Physical Activity for Adults With Intellectual Disabilities Interview Guide

Research paper thumbnail of Physical Activity Survey--Individuals with Disabilities Version

Research paper thumbnail of Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum

Adapted Physical Activity Quarterly, 2015

The purpose of this study was to investigate the effect of completion of an adapted physical educ... more The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators’ self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.

Research paper thumbnail of I Don't Have Time": Barriers and Facilitators to Physical Activity for Adults with Intellectual Disabilities

Adapted Physical Activity Quarterly, 2016

Individuals with intellectual disabilities (ID) tend to have low rates of participation in volunt... more Individuals with intellectual disabilities (ID) tend to have low rates of participation in voluntary or prescribed physical activity. The purpose of this study, therefore, was to identify the barriers, facilitators, and needs influencing physical activity participation of adults with ID within the framework of a social ecological model. A qualitative approach consisted of data collected from surveys and guided focus groups. Participants included adults with ID (n = 6) and their primary caregiver (n = 6). Barriers were categorized under three themes: organizational barriers, individual constraints, and external influences. Examples of subthemes included information dissemination, reliance on others, and caregiver considerations. Facilitators included primary caregivers as champions and camaraderie. Needs centered on family program involvement, improved programmatic structure, and programmatic support. Results indicate the need for community programs to examine barriers and facilitators applicable to their unique setting and population across all levels of a social ecological model. PMID:

Research paper thumbnail of “I Don’t Have Time”: Barriers and Facilitators to Physical Activity for Adults With Intellectual Disabilities

Adapted Physical Activity Quarterly, 2016

Individuals with intellectual disabilities (ID) tend to have low rates of participation in volunt... more Individuals with intellectual disabilities (ID) tend to have low rates of participation in voluntary or prescribed physical activity. The purpose of this study, therefore, was to identify the barriers, facilitators, and needs influencing physical activity participation of adults with ID within the framework of a social ecological model. A qualitative approach consisted of data collected from surveys and guided focus groups. Participants included adults with ID (n = 6) and their primary caregiver (n = 6). Barriers were categorized under three themes: organizational barriers, individual constraints, and external influences. Examples of subthemes included information dissemination, reliance on others, and caregiver considerations. Facilitators included primary caregivers as champions and camaraderie. Needs centered on family program involvement, improved programmatic structure, and programmatic support. Results indicate the need for community programs to examine barriers and facilitato...

Research paper thumbnail of The Influences of Participation in an Elite Paralympic Military Program on the Self-Identity of Active Duty Service Members with Acquired Disabilities

Background/Purpose: To explore the lived experiences of active duty service members with acquired... more Background/Purpose: To explore the lived experiences of active duty service members with acquired disabilities that participated in an elite military sport program to gain an enhanced perspective on how elite sport programming influences self-identity post injury. Methods: A phenomenological approach was employed, using a three phase semistructured interview protocol to capture military journeys of four (4) service members who had sustained a physical disability as the result of a combat injury and chose to remain on active duty status as a part of a specialized unit designed to prepare service members for the Paralympics. Results: Three themes were identified with implications on the saliency of the service members' identities. These were (a) goal orientation, (b) champions through transition, and (c) the unit. Participants reported that participation in the specialized unit provided new challenges and opportunities, inspired both athletic and military goals and provided the opportunity to continue to serve. Conclusion: Concepts self-determination theory (STD) were evident across the participants' accounts of their military careers. The findings portray a group of highly self-determined service members, who throughout the course of their military journey experienced a strong sense of competence, relatedness and autonomy. The elite military sport program provided infrastructure required to foster the salience of a service member identity.

Research paper thumbnail of Physical Activity Survey--Parent Version

Research paper thumbnail of Barriers and Facilitators to Physical Activity for Adults With Intellectual Disabilities Interview Guide

Research paper thumbnail of Physical Activity Survey--Individuals with Disabilities Version

Research paper thumbnail of Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum

Adapted Physical Activity Quarterly, 2015

The purpose of this study was to investigate the effect of completion of an adapted physical educ... more The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators’ self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.