Parental perceptions of facilitators and barriers to physical activity for children with intellectual disabilities: A mixed methods systematic review

Publication date: February 2018
Source:Research in Developmental Disabilities, Volume 73
Author(s): Arlene M. McGarty, Craig A. Melville
BackgroundThere is a need increase our understanding of what factors affect physical activity participation in children with intellectual disabilities (ID) and develop effective methods to overcome barriers and increase activity levels.AimThis study aimed to systematically review parental perceptions of facilitators and barriers to physical activity for children with ID.MethodsA systematic search of Embase, Medline, ERIC, Web of Science, and PsycINFO was conducted (up to and including August, 2017) to identify relevant papers. A meta-ethnography approach was used to synthesise qualitative and quantitative results through the generation of third-order themes and a theoretical model.ResultsTen studies were included, which ranged from weak to strong quality. Seventy-one second-order themes and 12 quantitative results were extracted. Five third-order themes were developed: family, child factors, inclusive programmes and facilities, social motivation, and child's experiences of physical activity. It is theorised that these factors can be facilitators or barriers to physical activity, depending on the information and education of relevant others, e.g. parents and coaches.ConclusionsParents have an important role in supporting activity in children with ID. Increasing the information and education given to relevant others could be an important method of turning barriers into facilitators.



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