هدف این مطالعه تحلیل عوامل موثر محیطی (مدرسه) بر مشارکت دانشآموزان کمتوان در فعالیتهای بدنی بود. این تحقیق از نظر هدف، کاربردی و از نظر روش، آمیخته (کیفی-کمی) است. در بخش کیفی، رویکرد پژوهش مبتنی بر مرور نظاممند ادبیات تحقیق بوده و در بخش کمی، از مدلسازی ساختاری تفسیری استفاده شده است. در بخش مرور ادبیات، 14 مطالعه بهصورت هدفمند و براساس معیارهای ورود و خروج انتخاب شد و در بخش کمی، 10 نفر از صاحبنظران و کارشناسان حوزه آموزش، تربیتبدنی و توانبخشی مورد بررسی قرار گرفتند. ارزیابی کیفیت در بخش کیفی با استفاده از چکلیست برنامه ارزیابی نقادانه مهارتها و در بخش کمی با روایی صوری و ضریب کاپای کوهن انجام شد.یافتههای بخش کیفی 41 مفهوم را نشان داد که در 12 مضمون دستهبندی شدند. در بخش کمی، نتایج نشان داد عوامل در مدل سلسلهمراتبی به شش سطح تقسیم شدهاند؛ در سطح ششم (پایینترین سطح)، عامل «رهبران مدرسه» و در بالاترین سطح، عامل «مشارکت در فعالیت بدنی» قرار گرفت. همچنین مشخص شد که عواملی مانند «منابع انسانی متخصص»، «محیط فیزیکی تخصیصیافته» و «تجهیزات مناسب» در خوشه پیوندی قرار دارند و نقش کلیدی در ارتباط با سایر عوامل ایفا میکنند. این یافتهها پیچیدگی تعامل عوامل مختلف مدرسهای بر مشارکت در فعالیتبدنی دانشآموزان توانخواه را آشکار کرده و بینشهای ارزشمندی برای مربیان، سیاستگذاران و متخصصان سلامت به منظور بهبود مشارکت در فعالیتبدنی این گروه فراهم میکند.
1.Belley-Ranger, E., Carbonneau, H., Roult, R., Brunet, I., Duquette, M.-M., & Nauroy, E. (2016). Determinants of participation in sport and physical activity for students with disabilities according to teachers and school-based practitioners specialized in recreational and competitive physical activity. Sport Science Review, 25(3-4), 135.DOI: 10.1515/ssr-2016-0008
2.Case, L., Ross, S., & Yun, J. (2020). Physical activity guideline compliance among a national sample of children with various developmental disabilities. Disability and Health Journal, 13(2), 1-11. https://doi.org/10.1016/j.dhjo.2019.100881
3.Cleary, S. L., Taylor, N. F., Dodd, K. J., & Shields, N. (2019). Barriers to and facilitators of physical activity for children with cerebral palsy in special education. Developmental Medicine & Child Neurology, 61(12), 1408-1415. https://doi.org/10.1111/dmcn.14263
4.Conchar, L., Bantjes, J., Swartz, L., & Derman, W. (2016). Barriers and facilitators to participation in physical activity: The experiences of a group of South African adolescents with cerebral palsy. Journal of health psychology, 21(2), 152-163.https://doi.org/10.1177/1359105314523305
5.Deng, Y., Li, X., Huang, J., Haegele, J. A., Smith, B., Williams, T. L., & Li, C. (2024). School-based factors influencing physical activity participation in children and adolescents with disabilities: A qualitative systematic review and meta-synthesis. Disability and Health Journal, 1, 1-10. https://doi.org/10.1016/j.dhjo.2024.101707
6.Downs, S. J., Knowles, Z. R., Fairclough, S. J., Heffernan, N., Whitehead, S., Halliwell, S., & Boddy, L. M. (2014). Exploring teachers’ perceptions on physical activity engagement for children and young people with intellectual disabilities. European journal of special needs education, 29(3), 402-414.https://doi.org/10.1080/08856257.2014.906979
7.Ginis, K. A. M., van der Ploeg, H. P., Foster, C., Lai, B., McBride, C. B., Ng, K., Pratt, M., Shirazipour, C. H., Smith, B., & Vásquez, P. M. (2021). Participation of people living with disabilities in physical activity: a global perspective. The Lancet, 398(10298), 443-455. https://doi.org/10.1080/08856257.2014.906979
8.Gobbi, E., Greguol, M., & Carraro, A. (2018). Brief report: Exploring the benefits of a peer‐tutored physical education programme among high school students with intellectual disability. Journal of applied research in intellectual disabilities, 31(5), 937-941.https://doi.org/10.1111/jar.12437.
9.Healy, S., Foley, J., & Haegele, J. A. (2020). Physical activity, screen time, and sleep duration among youth with chronic health conditions in the United States. American Journal of Health Promotion, 34(5), 505-511.https://doi.org/10.1111/jar.12437.
10.Hu, D., Zhou, S., Crowley-McHattan, Z. J., & Liu, Z. (2021). Factors that influence participation in physical activity in school-aged children and adolescents: a systematic review from the social ecological model perspective. International journal of environmental research and public health, 18(6), 3147.https://doi.org/10.1177/0890117120915687
11.Jaarsma, E. A., Dijkstra, P. U., de Blécourt, A. C., Geertzen, J. H., & Dekker, R. (2015). Barriers and facilitators of sports in children with physical disabilities: a mixed-method study. Disability and rehabilitation, 37(18), 1617-1625. https://doi.org/10.3109/09638288.2014.972587
12.Kim, M., Jung, J., & Yun, J. (2024). Prevalence of school-based extracurricular sport and physical activity participation among children with disabilities. International Journal of Disability, Development and Education, 71(1), 1-12. https://doi.org/10.1080/1034912X.2022.2060947
13.Li, R., Liang, X., Zhou, Y., & Ren, Z. (2021). A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in children and adolescents with and without ASD in inclusive schools. Frontiers in Pediatrics, 9, 726942. https://doi.org/10.3389/fped.2021.726942
14.Loo, B. K. G., Okely, A. D., Pulungan, A., & Jalaludin, M. Y. (2022). Asia-Pacific Consensus Statement on integrated 24-hour activity guidelines for children and adolescents. British journal of sports medicine, 56(10), 539-545.https://doi.org/10.1136/bjsports-2021-104527.
15.McDermott, G., Brick, N. E., Shannon, S., Fitzpatrick, B., & Taggart, L. (2022). Barriers and facilitators of physical activity in adolescents with intellectual disabilities: An analysis informed by the COM‐B model. Journal of applied research in intellectual disabilities, 35(3), 800-825. https://doi.org/10.1111/jar.12985
16.Meier, S., Höger, B., & Giese, M. (2023). “If only balls could talk…”: barriers and opportunities to participation for students with blindness and visual impairment in specialized PE. Frontiers in Sports and Active Living, 5, 1-12.https://doi.org/10.1111/jar.12985
17.Njelesani, J., Leckie, K., Drummond, J., & Cameron, D. (2015). Parental perceptions of barriers to physical activity in children with developmental disabilities living in Trinidad and Tobago. Disability and rehabilitation, 37(4), 290-295. https://doi.org/10.3109/09638288.2014.918186
18.Obrusnikova, I., & Miccinello, D. L. (2012). Parent perceptions of factors influencing after-school physical activity of children with autism spectrum disorders. Adapted physical activity quarterly, 29(1), 63-80.https://doi.org/10.1123/apaq.29.1.63
19.Shields, N., & Synnot, A. (2016). Perceived barriers and facilitators to participation in physical activity for children with disability: a qualitative study. BMC pediatrics, 16, 1-10.DOI 10.1186/s12887-016-0544-7
20.Tay, Z., Chen, B., Kui, K. Y., Padmapriya, N., Chong, M. F.-F., Müller, A. M., Lee, E. L., Troy, E., & Müller-Riemenschneider, F. (2023). Results from the Singapore 2022 report card on physical activity for children and adolescents. Journal of Exercise Science & Fitness, 21(1), 20-25.https://doi.org/10.1016/j.jesf.2022.10.005
21.Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC medical research methodology, 8, 1-10. https://doi.org/10.1016/j.jesf.2022.10.005
22.Verschuren, O., Wiart, L., Hermans, D., & Ketelaar, M. (2012). Identification of facilitators and barriers to physical activity in children and adolescents with cerebral palsy. The journal of pediatrics, 161(3), 488-494. https://doi.org/10.1016/j.jpeds.2012.02.042
23.Walters, W., Robinson, D., Barrett, J., Harenberg, S., Cudmore, A., Zakaria, T., & Fahie, K. (2024). Game Changers: Providing Equitable Sporting Opportunities for Students with Disabilities. Revue phénEPS/PHEnex Journal, 14(2), 1-24.https://ojs.acadiau.ca/index.php/phenex/issue/view/2292
24.Wilson, O., Richards, J., Smith, M., & Townsend, R. C. (2023). Inequities in the physical activity of disabled young people in Aotearoa New Zealand: a stakeholder SWOT analysis of the physical activity sector. 136(1577); 12–21.https://doi.org/10.26635/6965.6131
