Program evaluation of a virtual physical activity program for individuals with disabilities

Datos Bibliográficos

ID13131183
AutoresNikki Matthews (Acadia University), Roxanne Seaman (Acadia University), Emily Bremer (0000-0003-1488-1032, Acadia University)
Año2023
Volumen5
Páginas1128565-1128565
Fecha de publicación2023-05-02
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFrontiers in Sports and Active Living (JOURNAL)
Identificadores de la revistaISSN: 2624-9367 • E-ISSN: 2624-9367
EditorialFrontiers Media (PUBLISHER • CH)
DOI10.3389/fspor.2023.1128565
PMID37200908
OpenAlexW4367853788
IdiomaEN
Referencias citadas28

Introduction Regular physical activity is important for positive health outcomes yet, most individuals do not meet physical activity guidelines. Recent studies show that one in five Canadians aged 15 or older have one or more disabilities, yet as a population, individuals with disabilities are 16%–62% less likely to meet physical activity guidelines. The COVID-19 pandemic created additional barriers to physical activity participation as lockdowns prevented in-person programming. In response to the pandemic, the Acadia University Sensory Motor Instructional Leadership Experience (S.M.I.L.E.) Program shifted its programming to a virtual platform; however, there was little research to guide its creation, implementation, or expected outcomes. Thus, this program evaluation explored program feasibility and impact on physical activity and physical literacy. Method A mixed methods case study approach was used for this project. Virtual S.M.I.L.E. took place over eight weeks in the fall of 2020. Programming consisted of three live Zoom sessions facilitated by trained program leaders, and eight weeks of at-home activity guides for participants to complete on their own time. Demographic data, physical literacy (PLAYself), and physical activity (IPAQ-A) data were collected using caregiver pre-and post-programming surveys. Throughout programming, weekly check-in surveys were sent to reflect on the previous week of programming. After the eight weeks of programming were complete, caregiver and leader interviews were conducted to understand both program implementation and performance perspectives. Results Results indicated that participants' ( N = 15, M age = 20.4 years) overall physical literacy and physical activity did not change; however, there was a decrease in the cognitive domain of physical literacy ( p = 0.03). Caregiver and leader interviews highlighted five main themes following the virtual programming: (a) Virtual impact on programming; (b) Programming impact on social and motor goals; (c) Impact of program design; (d) Impact on physical activity; and (e) Program feasibility for families. Discussion Results from this program evaluation suggest that physical literacy and physical activity levels were generally maintained throughout programming and caregivers indicated several social and activity benefits. Future work includes program modifications and further evaluation of virtual adapted physical activity programming to improve the physical literacy of individuals with disabilities

Coronavirus disease 2019 (COVID-19 · Health care · Health literacy · Literacy · Medical education · Pandemic · Pedagogy · Physical activity · Physical therapy · Political science · Population · Applied Psychology · Children's Physical and Motor Development · Inclusion and Disability in Education and Sport · Medicine · Physical Activity and Health · Psychology · Gerontology