Evaluating an Adapted Physical Activity Program for University Students and Staff Living with a Physical Disability and/or Chronic Condition through a Self-Determination Theory Lens
Abstract
:1. Introduction
2. Materials and Methods
2.1. Research Design and Paradigm
2.2. Fitness Access McGill (FAM)
2.3. Participants and Procedures
2.3.1. Quantitative Measures
2.3.2. Qualitative Interviews
2.4. Data Analysis
2.4.1. Quantitative Analysis
2.4.2. Qualitative Analysis
3. Results
3.1. Participants
3.2. Research Question 1: The Effect of FAM on LTPA, Motivation, and Psychological Needs
3.2.1. LTPA
3.2.2. Autonomous and Controlled Motivation
“[FAM] kind of brought back the reason I like doing sports and working out in the first place, because it made me feel good not just to get fit. Getting fit is obviously part of it but I just like having that energy and I like that I wanted to go back. I feel that’s what surprised me a lot.”
3.2.3. Psychological Need Support and Satisfaction
“Having other people who have similar issues was a really positive aspect for me because I felt like they really understood and instead of feeling embarrassed that I couldn’t do things I felt proud that I was able to do it with other people and proud to see that they were doing it too.”(Jessie, student).
3.3. Research Question 2: Exploring the Experiences of FAM Participants
3.3.1. Psychological Well-Being
“Overall, I think [FAM] helped me to make that time for myself and my body, my health, my well-being, [to] make that time more of a priority and taking it more seriously. [It] hugely impacted my mental and emotional health as well as my work-life ratio, that’s been really big”(Alex, staff member).
“…now it’s like “No I have to [do LTPA], and I will feel better, and I will be more productive and happier” and the more I do [LTPA] the more I feel inspired to do it and the more I want to do it so therefore the better it is for me all around”(Alex, staff member).
3.3.2. Participation in Daily/Social Activities
“…a big one is just feeling like I don’t belong there [at the fitness centre]…I was very nervous about it like it’s definitely super intimidating…like feeling like other people are really fit and they know what they’re doing, and I feel like I’m clueless. Now that I have a little bit more confidence in what I’m doing and also now that I understand that that’s not true and basically most people who are there are just worried about what they’re doing themselves and not actually judging what I’m doing.”
3.3.3. Physical Well-Being
“When I first started FAM I had spent almost two years in bed because of my illness and I was so weak, my arm was weak from brushing my teeth and I had no energy whatsoever…and in doing FAM for a few semesters I actually started doing stuff like running”(Rene, student).
3.3.4. Program Delivery
“Normally with the group class [FAM] challenging for me because I can’t always do what everyone else is doing but I’m finding being at home and there’s no camera on me I can—I feel free to sit out for a lot of the... exercises that are too much”(Max, student).
4. Discussion
5. Limitations and Future Research
6. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Variable | MBaseline (SD) | MEndpoint (SD) | t-Value | p-Value |
---|---|---|---|---|
Total LTPA a | 184.00 (109.48) | 248.45 (122.15) | 2.51 | 0.02 |
Strenuous LTPA a | 27.37 (38.31) | 63.42 (56.23) | 3.30 | 0.003 |
Moderate LTPA a | 62.42 (72.44) | 85.55 (67.07) | 1.16 | 0.26 |
Mild LTPA a | 94.21 (82.95) | 99.47 (98.08) | 0.26 | 0.79 |
Autonomous Motivation b | 37.84 (3.93) | 39.40 (2.87) | 2.00 | 0.06 |
Controlled Motivation b | 39.32 (15.87) | 40.74 (10.20) | 0.35 | 0.73 |
Autonomy c | 27.47 (5.64) | 31.33 (4.56) | 3.42 | 0.003 |
Competence c | 21.93 (8.39) | 28.00 (7.32) | 3.40 | 0.003 |
Relatedness c | 36.73 (11.29) | 45.33 (10.79) | 3.86 | 0.001 |
Variable | Iteration 1: In-Person (n = 9) | Iteration 2: Online (n = 10) | ||
---|---|---|---|---|
Quantitative (n = 9) | Qualitative (n = 4) | Quantitative (n = 10) | Qualitative (n = 5) | |
Age Mean (standard deviation) | 26.89 (5.88) | 26.29 (5.28) | 36.20 (15.41) | 36.20 (15.41) |
Gender | ||||
Female | 9 (100%) | 4 (100%) | 7 (70%) | 4 (80%) |
Male | 0 (0%) | 0 (0%) | 3 (30%) | 1 (10%) |
Status (n, %) | 0 (0%) | |||
Staff | 0 (0%) | 0 (0%) | 6 (60%) | 3 (60%) |
Student | 9 (100%) | 4 (100%) | 4 (40%) | 2 (40%) |
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Liska, T.M.; Pastore, O.L.; Bedard, G.D.; Ceh, C.; Freilich, L.; Desjourdy, R.; Sweet, S.N. Evaluating an Adapted Physical Activity Program for University Students and Staff Living with a Physical Disability and/or Chronic Condition through a Self-Determination Theory Lens. Disabilities 2024, 4, 368-383. https://doi.org/10.3390/disabilities4020024
Liska TM, Pastore OL, Bedard GD, Ceh C, Freilich L, Desjourdy R, Sweet SN. Evaluating an Adapted Physical Activity Program for University Students and Staff Living with a Physical Disability and/or Chronic Condition through a Self-Determination Theory Lens. Disabilities. 2024; 4(2):368-383. https://doi.org/10.3390/disabilities4020024
Chicago/Turabian StyleLiska, Tayah M., Olivia L. Pastore, Gabrielle D. Bedard, Crystal Ceh, Leah Freilich, Rachel Desjourdy, and Shane N. Sweet. 2024. "Evaluating an Adapted Physical Activity Program for University Students and Staff Living with a Physical Disability and/or Chronic Condition through a Self-Determination Theory Lens" Disabilities 4, no. 2: 368-383. https://doi.org/10.3390/disabilities4020024