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.
|Number of pages||26|
|Journal||Journal of Applied Research in Intellectual Disabilities|
|Early online date||28 Feb 2022|
|Publication status||Published (in print/issue) - 1 May 2022|
Bibliographical noteFunding Information:
The authors would like to thank the two schools within the study for taking part and providing us with the platform upon which we could explore this topic further. Thank you to the teachers, parents and students who afforded us their time and contributed insightfully to the discussion.
© 2022 The Authors. Journal of Applied Research in Intellectual Disabilities published by John Wiley & Sons Ltd.
- intellectual disability
- physical activity