Young people with intellectual disabilities and sport as a leisure activity: notions from the Finnish welfare society

Armila, Päivi; Rannikko, Anni; Torvinen, Pasi

doi:10.1080/02614367.2017.1397184

Cited by 9 publications

(18 citation statements)

References 11 publications

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“…This finding is consistent with the findings of Aksu (2011) that artistic activities improve the ability of self-expression. Some studies postulated that the participation of IwIDs in leisure activities is limited (Dusseljee et al, 2011;Ziljstra & Vlaskamp, 2005;Bertilsdotter-Rosqvist, 2015;Armila, Rannikko & Torvinen, 2018). This study could be argued to be important in terms of providing an opportunity for these young individuals with limited participation in these activities.…”

Section: Discussionmentioning

confidence: 82%

“…Chen et al, (2016) reported that the degree of disability affected participation. In a similar study, Rannikko and Torvinen (2018) argued that the lack of sports activities, transportation facilities, and coaching services in Finland restricted the participation of these individuals in leisure activities. However, Badia et al (2013) could not find a relationship between quality of life and participation in leisure activities, while stating that participation in these activities was a predictor of emotional and physical well-being.…”

Section: Introductionmentioning

confidence: 98%

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Effectiveness of the Direct Instruction Method in Teaching Leisure Skills to Young Individuals with Intellectual Disabilities

Eratay¹

2020

iejee

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This study aimed to examine the effectiveness of the direct instruction method in teaching young individuals with intellectual disability marbling and stone painting, which are considered among leisure-skills. A multiple probe design, one of the single-subject research methods, was utilized in this research. A total of three students, consisting of two males and one female, were included in the study. Probe, screening, and generalization sessions were used to examine the effectiveness of the direct instruction method in teaching marbling and stone-painting skills. The single opportunity method was employed for the assessment. All sessions were conducted in accordance with a one-to-one teaching procedure. The findings of the study revealed that the direct instruction method was effective in teaching marbling and stone painting skills in young individuals with intellectual disabilities. The findings also postulated that the learned skills were maintained at the end of the first, third, and fourth week, and the participants were capable of generalizing the skills to different settings, different people, and materials. To ensure social validity, the opinions of the parents regarding the skills taught to the participants were obtained. They stated that they were satisfied with the intervention and were beneficial for the development of their children. They also expressed that they want these activities to continue. Considering all these findings, it is safe to say that the intervention of teaching marbling and stone-painting skills are effective.

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Section: Discussionmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 98%

Effectiveness of the Direct Instruction Method in Teaching Leisure Skills to Young Individuals with Intellectual Disabilities

Eratay¹

2020

iejee

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“…A number of studies reported that some participants presented with their own barriers which limited their opportunity to participate in active recreation. Examples include challenging behaviour (Aherne & Coughlan, 2017) or participants’ own shyness (Armila et al, 2018). Barriers were also found to be present when participants feared a component of the activity.…”

Section: Resultsmentioning

confidence: 99%

“…Five studies reported that participants’ lack of interest in the activity acted as a barrier to participation (Armila et al, 2018; Lin & Chang, 2015; Deitz et al, 2002; Mahoney et al, 2016; Yalon‐Chamovitz et al, 2006). Matthews et al (2016) reported that participants were less likely to participate if they felt “nagged at” or had to follow recommended activity direction (Price et al, 2018).…”

Section: Resultsmentioning

confidence: 99%

What are the barriers and facilitators to participation in active recreation for people with learning disabilities? A scoping review

Haythorne

Gega

Knapp

et al. 2021

Brit J Learn Disabil

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Accessible Summary Hobbies that are active can be a way of improving physical and mental well‐being for people with learning disabilities. Choice, tailoring an activity to a person's needs and companionship between people with learning disabilities and their caregivers can facilitate participation in hobbies that are active. Disregard for a person's physical and cognitive capabilities, and for their environmental or carer circumstances, can hinder participation in hobbies that are active. Abstract Background Active recreation denotes engagement with meaningful and rewarding activities that can improve physical and mental well‐being for everyone; however, there are specific challenges to participation in active recreation for people with learning disabilities. Aim To understand what hinders and what enables participation in active recreation for people with learning disabilities. Method Using a scoping review framework, we retrieved relevant literature by searching MEDLINE 1946 (Ovid), PsycINFO, CINAHL Complete (EBSCO), Scorpus, PubMed and Web of Science. We extracted data, charted and synthesised them using the Model of Human Occupation (Kielhofner, 2008) and the social–ecological model (Boulton, Horne & Todd, 2017). Findings Nineteen studies met our inclusion criteria. Key barriers identified in the studies included caregiver/coach knowledge and skill, caregiver resources, relational, environmental and individual capabilities. Key facilitators included choice, needs‐based tailored activities, positive relationships, consideration of cognitive and functional ability, motivational incentives and policy and organisational factors. Conclusions Participation in active recreation involves a complex interaction between individuals with learning disabilities, their caregivers and their wider organisational and community networks. This relationship warrants further exploration from the perspective of people with learning disabilities and their proxies, so that we can optimise how we design and deliver active recreational pursuits for this population.

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“…At the core of well-being studies is the contemplation of what makes a good life, with many scholars concluding that a balance between hedonic and eudaemonic experiences serves the ideal approach to happiness (See Seligman, 2011). The research base for studies that seek to understand happiness for people with ID is growing, with a small number of empirical studies elevating the field by acknowledging the demographics and co/multi-morbidities of their participants in their work; but noting that their research only extends so far as exploring well-being for people with mild (or mild to moderate) IDs (Araten-Bergman, 2014; Armila et al, 2017; Boström et al, 2018; McGillivray et al, 2009; Patterson and Pegg, 2009; Rossow-Kimball and Goodwin, 2014; Sexton et al, 2016; Strnadová et al, 2015; Young-Southward et al, 2017). However, well-being research that extends to people with profound intellectual and multiple disabilities (people with PIMDs) is somewhat limited.…”

Section: Overlapping Leisure Theory and Well-being Theory For Pwidmentioning

confidence: 99%

The intellectual ableism of leisure research: Original considerations towards understanding well-being with and for people with intellectual disabilities

Campbell

2019

J Intellect Disabil

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People with Intellectual Disabilities (ID) are considered to be one of the most marginalized, isolated and disenfranchised groups in society. However, recent social prescription intervention programs are being introduced to enhance the physical and mental well-being of these individuals through participation in leisure activities, thus increasing academic interest in research within the area. This paper introduces the theoretical and methodological tensions in applying mainstream scholarly thinking of leisure and well-being to people with IDs, and argues that by failing to acknowledge and address such tensions scholars are at risk of demonstrating intellectual ableism. Layering Kleiber's (1999) components of leisure over Seligman's (2000) PERMA concept of well-being, the paper poses critical questions of how each contributing element of well-being could be reconceptualised for people with neurological diversities. The intersection of leisure, well-being and ID is ripe for research development; however many studies in the domain are falling short of suitable theoretical discussion and methodological rigour. The paper concludes with suggestions on how scholars can reduce intellectual ableism through inclusive design, methodological reporting, acknowledging bias and grappling theoretical dissonance.

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Young people with intellectual disabilities and sport as a leisure activity: notions from the Finnish welfare society

Cited by 9 publications

References 11 publications

Effectiveness of the Direct Instruction Method in Teaching Leisure Skills to Young Individuals with Intellectual Disabilities

Effectiveness of the Direct Instruction Method in Teaching Leisure Skills to Young Individuals with Intellectual Disabilities

What are the barriers and facilitators to participation in active recreation for people with learning disabilities? A scoping review

The intellectual ableism of leisure research: Original considerations towards understanding well-being with and for people with intellectual disabilities

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