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

Abstract

The aim of this study was to investigate the convergent and divergent validity between the Body Coordination Test for Children (KTK) and the Motor Proficiency Test for 4- to 6-Year-Old Children (MOT 4-6). A total of 638 children (5-6 yr old) took part in the study. The results showed a moderately positive association between the total scores of both tests (r(s) = .63). Moreover, the KTK total score correlated more highly with the MOT 4-6 gross motor score than with the MOT 4-6 fine motor score (r(s) = .62 vs. .32). Levels of agreement were moderate when identifying children with moderate or severe motor problems and low at best when detecting children with higher motor-competence levels. This study provides evidence of convergent and divergent validity between the KTK and MOT 4-6. However, given the moderate to low levels of agreement, either measurement may lead to possible categorization errors. Children's motor competence should therefore not be judged based on the result of a single test.

An exploration and proposed taxonomy of leisure–befriending for adults with learning disabilities

“…Many people with learning disabilities value their leisure activities and want to expand their options but lack the knowledge and skills to do so (Bigby, ). Support to overcome barriers, seek out information, organise activities and facilitate inclusion is therefore often necessary (Duggan & Linehan, ; Mayer & Anderson, ; Stancliffe et al, ; Taliaferro & Hammond, ; Wilson et al, ). Southby (), for example, describes the extent to which football fans with a learning disability relied on the support of family, friends and football coaches to facilitate their serious leisure experiences.…”

Qualitative evaluation of a physical activity health promotion programme for people with intellectual disabilities in a group home setting

“…In order to increase activity in this population, barriers for participation need to be addressed. While persons with intellectual disabilities are faced with similar barriers to DIXON-IBARRA et Al. physical activity as the general population (e.g., increasing age, low self-efficacy, lack of interest, preference for sedentary behaviours, availability of resources, safety and built environment), this population also has barriers related to restrictive environments and negative physical activity supports from caregivers within residential settings (Bodde & Seo, 2009;Dixon-Ibarra, Driver, Vanderbom, & Humphries, 2016;van Schijndel-Speet, Evenhuis, van Wijck, van Empelen, & Echteld, 2014;Taliaferro & Hammond, 2016).…”

Obesity, Nutrition, and Physical Activity for People with Significant Disabilities

“…Organizational and individual constraints, such as resources, age limits, ease of access, motivation, skill level, and reliance on caregivers were also identified as barriers (Taliaferro & Hammond, 2016). There is also a lack of professionals who have exercise and nutrition expertise and who are also trained in instruction of people with significant disabilities (Fleming et al, 2008).…”