Research on Educational Sport

Analyzing the Relationships of School Environment Factors Affecting the Participation of Students with Disabilities in Physical Activities

Document Type : Research Paper

Authors

maryam bagheri
zahra nobakht ramezani
elham attari
Fariba mohammadian

Department of Physical Education and Sport Sciences, Qazvin Branch, Islamic Azad University, Qazvin, Iran

https://doi.org/10.22089/res.2025.17652.2605
Abstract
The aim of this study was to analyze the relationships of school environment factors affecting the participation of students with disabilities in physical activities. This research is applied in terms of purpose and mixed-method (qualitative-quantitative) in terms of methodology. In the qualitative section, the research approach was based on a systematic review of the literature, and in the quantitative section, interpretive structural modeling (ISM) was used. In the literature review section, 14 studies were purposefully selected based on inclusion and exclusion criteria, and in the quantitative section, 10 experts and professionals in the fields of education, physical education, and rehabilitation were chosen. The quality assessment in the qualitative section was conducted using the Critical Appraisal Skills Programme (CASP) checklist, and in the quantitative section, face validity and Cohen’s kappa coefficient were employed. The qualitative findings identified 42 concepts, which were categorized into 12 themes. In the quantitative section, the results indicated that the factors were divided into six levels in the hierarchical model; at the sixth (lowest) level was the factor "school leaders," and at the top level was the factor "participation in physical activity." Additionally, it was found that factors such as "specialized human resources," "dedicated physical environment," and "appropriate equipment" were in the linkage cluster, playing a key role in connecting with other factors.

Keywords

Students with disabilities
physical activity
school environment
systematic review
interpretive structural modeling (ISM)
Subjects
 
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

  • Receive Date 21 March 2025
  • Revise Date 09 July 2025
  • Accept Date 22 November 2025

Home

Publication Ethics

Submit Manuscript

News

Journal Metrics

Contact Us