PROMOTING PHYSICAL ACTIVITY FOR CHILDREN WITH DISABILITIES: EXPERIENCES OF KEY INFLUENCERS

Abstract

Introduction: Engaging in 60 minutes of moderate-to-vigorous activities daily is beneficial for children’s health according to the WHO. However, children with disabilities are less likely to comply with the recommended amount of physical activity (PA). The 2022 Philippine Para Report Card indicates the country’s need to take concrete actions to better promote PA among children with disabilities. Family and school teachers are key influencers (KI) for children with disabilities to engage in PA. This study described experiences of KI in promoting PA among children with disabilities. Methods: This qualitative study involved a focus group discussion (FGD) among five participants to explore their experiences in promoting PA among children with disabilities. The participants were purposely identified based on their experience as advocates for children with disabilities and/or qualifications in adapted PA. The FGD was transcribed for thematic analysis. Results: Three themes emerged; (1) PA competencies/capabilities facilitate active lifestyle promotion, (2) Promoting PA involves collaborative and child-centered processes and (3) Sociocultural issues challenge PA promotion. The first theme refers to participants’ description of the necessary knowledge, skills and attitudes that supported their activities and programs on PA. The second theme describes the processes in promoting PA through collaboration and focusing on the child’s special needs. The third theme are the challenges to PA promotion including parenting styles, societal acceptance of children with disabilities, economic constraints and views on policy implementation. Discussion: The participants acknowledged the need to have added competencies in order to promote PA experiences. This helps in developing programs/activities that highlight strengths and abilities of children with disabilities. Partnerships and collaborations, especially with families are helpful supports to promote PA. Participants recommend continuing advocacy for PA through parent and societal education to help overcome some socio-cultural challenges they encounter in PA promotion. Results of this study could serve as a basis for developing partnerships in promoting PA programs for children with disabilities.