A Qualitative Exploration of Participants' Experiences of Taking Part in a Walking Programme: Perceived Benefits, Barriers, Choices and Use of Intervention Resources

Autor/inn/en	Mitchell, Fiona; Stalker, Kirsten; Matthews, Lynsay; Mutrie, Nanette; Melling, Chris; McConnachie, Alex; Murray, Heather; Melville, Craig A.
Titel	A Qualitative Exploration of Participants' Experiences of Taking Part in a Walking Programme: Perceived Benefits, Barriers, Choices and Use of Intervention Resources
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 31 (2018), S.110-121 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.12326
Schlagwörter	Adults; Intellectual Disability; Physical Activities; Qualitative Research; Experience; Barriers; Semi Structured Interviews; Focus Groups; Program Effectiveness; Physical Activity Level; Behavior Change; Caregiver Role + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Qualitative Forschung; Erfahrung
Abstract	Background: Adults with intellectual disabilities (ID) experience significant inequalities and tend to be more sedentary and less physically active than the wider population. Walking programmes are an effective way to increase physical activity (PA) but have not been used in studies involving adults with intellectual disabilities. Method: Nineteen adults with intellectual disabilities participated in semistructured interviews or focus groups exploring their experiences of taking part in a walking programme (Walk Well). Data were coded using thematic analysis. Results: Four overarching themes emerged: perceived benefits of taking part in the programme, perceived drawbacks/ barriers, walking choices and using the Walk Well resources. While there was not a significant increase in walking for all, the participants reported positive experiences of taking part in the programme. Self-monitoring proved difficult for some, particularly reading the daily step count recorded on the pedometer and writing it in the diary. Carers also played an important role in facilitating and preventing behaviour change in adults with intellectual disabilities. Conclusion: Additional barriers prevent many adults with intellectual disabilities from participating in PA. Capturing participant experiences provides important information for designing effective and equitable health improvement programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01