Chen C-C Jj, Lim S, Clardy G A
Department of Kinesiology, Mississippi State University, Mississippi State, MS, USA.
Int J Dev Disabil. 2023 Feb 20;70(8):1367-1376. doi: 10.1080/20473869.2023.2177582. eCollection 2024.
Higher education institutions today have offered a range of postsecondary transition programs for adults with .intellectual disabilities (ID). Applying the social-ecological framework, this study was aimed to analyze qualitative data about the experiences and perceptions of physical activity (PA) among eight college students with ID at a post-secondary transition program in the United States. The phenomenological approach was utilized to describe participants' lifeworld experience of PA. Results indicated that the most PA opportunities on campus merely derived from the availability of adapted programs. Only one participant met the minimum requirement of engaging moderate-intensity exercise weekly. Based on the analysis using the social-ecological framework, the results include twelve themes at the intrapersonal level (self-efficacy, personality, emotion, past experiences, knowledge, and time), interpersonal level (family support and friend support), and institutional level (specifically, university recreation center, available adapted programs, adverse weather, and COVID effect) that influenced their PA participation. The current transition program seemed to promote sedentary behaviors during school hours. Strategies to enhance PA engagement for this population should include increasing students and parents' knowledge of PA and health, providing adequate social support from college mentors and more adapted PA opportunities and alternative options on campus. These recommendations could boost PA self-efficacy and overcome barriers at multiple levels in students with ID.
如今，高等教育机构为患有智力障碍（ID）的成年人提供了一系列高等教育过渡项目。本研究运用社会生态框架，旨在分析美国一个高等教育过渡项目中八名患有智力障碍的大学生在体育活动（PA）方面的经历和认知的定性数据。采用现象学方法来描述参与者体育活动的生活世界体验。结果表明，校园里大多数体育活动机会仅仅源于适应性项目的可获得性。只有一名参与者达到了每周进行中等强度锻炼的最低要求。基于使用社会生态框架的分析，结果包括在个人层面（自我效能、个性、情绪、过去经历、知识和时间）、人际层面（家庭支持和朋友支持）以及机构层面（具体而言，大学健身中心、可用的适应性项目、恶劣天气和新冠疫情影响）影响他们参与体育活动的十二个主题。当前的过渡项目似乎在上学时间促进了久坐行为。提高这一人群体育活动参与度的策略应包括增加学生和家长对体育活动和健康的了解，从大学导师那里获得足够多的社会支持，以及在校园里提供更多适应性体育活动机会和替代选择。这些建议可以提高体育活动自我效能，克服智力障碍学生在多个层面的障碍。
