Introduction
Physical activity contributes to the overall well-being of individuals by improving physical1, social, and mental health.2-4 Despite these benefits, Michigan does not have a physical education (PE) curriculum that ensures equitable access to physical activity for disabled youth. Consequently, a disproportionate number of disabled children experience obesity and lower levels of fitness.5 The Adaptive Sports & Inclusive Recreation Initiative (ASIRI) aims to dismantle barriers to participation in physical activity on every level of the social-ecological model of health.6 The objective of ASIRI is to increase awareness, knowledge, access, and participation in adaptive sports and inclusive recreation among students and PE teachers by embedding adaptive sports into the PE curriculum.
Methods
ASIRI occurred from August 2021 to June 2022 with 9 PE teachers and 774 6th grade students from a Michigan public school district. PE teachers completed Disability Awareness Training (DAT) and training for ASIRI activities. Students were shown a 30-min video designed to teach them about disabilities and inclusive recreation before the ASIRI curriculum began. The 5-week curriculum consisted of 6 lessons. PE teachers completed 3 surveys: pre-training, post-training, and post-program. Instructors also completed observational checklists for the students and participated in focus groups. Students completed pre- and post-initiative surveys to measure participation. Survey results were compared using t-tests and chi-square tests to assess change over time.
Results
Prior to ASIRI, most students indicated minimal exposure to adaptive sports. Through participation in the program, they gained new knowledge about and appreciation for adaptive sports and inclusive recreation. Students more strongly agreed that the ASIRI activities would be good for students with disabilities (p<.001) and for all students in the school (p<.001). Participating PE teachers reported positive experiences and satisfaction with learning and teaching the ASIRI curriculum.
References
1. Berktaş et al., 2011; 2. Shapiro & Malone, 2016; 3. Bahrke & Smith, 1985; 4. Kochersperger, 2005; 5. Murphy & Carbone, 2008; 6. The Social-Ecological Model, 2022