Perspectives of Special Education Implementers on Promoting Physical Activity among Children with Disabilities: A Cross-sectional Study
DOI:
https://doi.org/10.47895/Keywords:
Abstract
Background. Children with disabilities (CWD) generally have limited opportunities for physical activity (PA), leading to low participation, comorbidities, and social isolation. Engagement in regular PA improves CWDs’ functional independence, social integration, and overall quality of life. Special education implementers (SEI) play an important role in promoting PA for CWD. However, there is limited understanding of their perceptions, capabilities, opportunities, and motivations in fulfilling this role.
Objective. We aimed to describe the perspectives, capabilities, opportunities, and motivations of special education teachers and administrators in promoting PA among Filipino CWD.
Methods. Using a descriptive cross-sectional design, we administered the Promoting Active Lifestyle among Children with Disability questionnaire for Teachers (PALS-Teach) to explore the perceptions and PA-promoting behaviors of Filipino educators. The PALS-Teach questionnaire was developed based on the Capabilities, Opportunities, and Motivations model of Behavior. It was administered to teachers and administrators actively serving in private and government special education schools in the Greater Manila Area, Philippines. Participants completed either the Filipino or English version of the questionnaire in printed or online format. Descriptive statistics were used to analyze findings.
Results. Fifty-three (53) SEI participated in the study. Most were female (92%), teachers (85%), and worked in public schools (72%). While some had misconceptions about PA (75%) and sedentary behavior (89%), all respondents agreed that CWD can engage in PA and gain benefits from it. On capabilities, the majority of respondents felt confident in their skills to promote PA. For opportunities, most (~70%) deemed resources for PA promotion to be generally sufficient. For motivations, while most agreed that SEI should be role models in promoting PA (98%), worries about safety, bullying, discrimination, and emotional exhaustion (55–75%) affect their desire to promote PA to CWD.
Conclusion. Special education implementers exhibited adequate knowledge of PA and sedentary behavior, and optimistic perspectives about their capabilities, opportunities, and motivations to foster an active lifestyle among CWD. However, a gap persists between the perceived competencies of SEI and the current level of PA of CWD in the Philippines. Some misconceptions about the relationship between PA and sedentary behavior, safety concerns, and stigma about disability also need to be addressed to facilitate PA efforts for CWD better. Reinforcing existing capabilities of SEI through targeted training, use of collaborative and participatory approaches, and strengthening institutional leadership are crucial in bridging the gap between perceived SEI competencies and opportunities and actual practice toward more effective PA promotion for CWD. Future studies exploring the lived experiences of SEI and conducting a broader scope of data collection would help generate more comprehensive and generalizable findings.