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

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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.

Original languageEnglish
Pages (from-to)1-26
Number of pages26
JournalJournal of Applied Research in Intellectual Disabilities
Early online date28 Feb 2022
DOIs
Publication statusE-pub ahead of print - 28 Feb 2022

Bibliographical note

Publisher Copyright:
© 2022 The Authors. Journal of Applied Research in Intellectual Disabilities published by John Wiley & Sons Ltd.

Keywords

  • adolescent
  • barriers
  • COM-B
  • facilitators
  • intellectual disability
  • physical activity

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