Barriers and facilitators of physical activity in adolescents with intellectual disabilities: An analysis informed by the COM‐B model

Abstract

Background: Adolescents with intellectual disabilities are insufficiently physically active. Where interventions have been developed and delivered, these have had limited effectiveness, and often lack a theoretical underpinning. Aim: Through application of the COM-B model, our aim is to explore the factors influencing adolescent physical activity within schools. Methods: A qualitative methodology, using focus groups with students who have mild/moderate intellectual disabilities, their parents'/carers' and teachers'. The COM-B model provided the lens through which the data were collected and analysed. Results: We identified of a range of individual, interpersonal, and environmental factors influencing physical activity, across all six COM-B constructs, within the context of the 'school-system'. Conclusion: This is the first study to use the COM-B model to explore school-based physical activity behaviour, for adolescents with intellectual disabilities. Identification of such physical activity behavioural determinants can support the development of effective and sustainable interventions.

Exploring barriers to and drivers of participatory arts engagement in early adolescence.

“…As a first step, we asked participants about the arts activities they were currently engaged in before asking about the barriers they felt with regard to arts engagement in general. For comparability with adults (Fancourt et al, 2020; Fancourt & Mak, 2020), and as it has previously been used to study adolescents in other domains (Beck et al, 2019; McDermott et al, 2022; Murtagh et al, 2018), the COM-B Behavioral Change Framework (Michie et al, 2011) was used to measure these barriers.…”

Using the COM-B model to explore the barriers and facilitators to physical activity and exercise in adults from ethnic minorities in the UK living with chronic pain (MSc Health Psychology Dissertation)

“…Previous qualitative research has been published on the barriers and facilitators to PA&E using the COM-B model in various populations, such as adolescents from a middle eastern background (Hayba et al, 2021), adolescents with intellectual disabilities (McDermott et al, 2022 ), office workers (Ojo et al, 2019), fitness Bootcamp participants (De Winter & Gutman, 2021), pregnant women (Flannery et al, 2018), women with gestational diabetes (Boyd et al, 2020), wounded military veterans (Walker et al, 2020), and in adults during the COVID-19 pandemic (Roche et al, 2022;Lunetto et al, 2022).…”

Johsk

“…Lack of motivation appears to be a consistent barrier to PA for people with disabilities (McDermott et al, 2022). In order to address this issue, PA preferences should be considered when planning, developing, and implementing college PA programs for students with disabilities.…”