Shields N1, Buhlert-Smith K1, van den Boos R2, Prendergast L1, Stukas A1, Taylor N1
1La Trobe University, Melbourne, Australia, 2VU Medical Center, Amsterdam, Netherlands
Background: There is strong evidence of the benefits of prescriptive, clinical or laboratory-based exercise programs for youth with disability, but there is a lack of information about how to translate this evidence into real-world community settings. FitSkills, a student-mentored, community-based exercise program for youth with disability aged 13 to 30 years, was established in 2014 to address this gap. The program matches a young person with disability with a volunteer physiotherapy student mentor and the pair exercise together twice a week for 12 weeks at their local gym.
Purpose: To explore the benefits of a community-based exercise program for youth with disability and student mentors.
Methods: Of 26 participants with disability who participated in the initial 2014 program, 19 youth with disability (9 female; mean age 18 years 4 months; 6 Down syndrome, 7 cerebral palsy, 3 spina bifida, 1 spinal cord injury, 2 autism spectrum disorder) participated in assessments of their physical health (muscle strength, walking endurance) and quality of life (KIDSCREEN-52) at baseline, immediately after the program (week 13) and 3 months later (week 24). Qualitative data on acceptability and subsequent participation in physical activities were collected via interviews with participants and their parents. Student mentors were recruited from one university. Sixty-eight mentors participated between 2014 and 2017 (45 women; mean age 21.3±4.2 years). Student attitudes toward disability were evaluated using the 6-item Discomfort scale and their competency in general professional behaviours was self-rated for eight items of the Assessment of Physiotherapy Practice scale. Data were analysed using repeated measures ANOVA and thematic analysis.
Results: Youth with disability increased their arm strength at week 13 (4kg 95%CI 1 to 7) and week 24 (MD 5kg, 95% CI 2 to 9). Their leg strength increased at week 13 (MD 43kg, 95% CI 24-62) but not at week 24 (21kg 95%CI -1 to 43). Their walking endurance increased at week 13 (80m, 95%CI 24 to 137) and week 24 (96m 95%CI 6 to 187). Three dimensions of quality of life (autonomy, physical & psychological well-being) increased at week 13 and one dimension (self-perception) at week 24. Ten participants continued exercising after the program; four at the gym, five commenced a new activity and one did both. The program was described by participants and their parents as enjoyable, fun and motivating. Students' attitudes toward disability were more positive at week 13 (OR 1.6, 95%CI 1.4 to 1.8) and week 24 (OR 1.4, 95%CI 1.3 to 1.6). Their self-reported skills competency, confidence working with people with disability, and future intentions of working in disability were also higher at weeks 13 and 24.
Conclusion(s): A mentored community exercise program improves the physical health, quality of life and ongoing exercise participation of youth with disability. The program also positively changes attitudes towards disability of student mentors.
Implications: Exercising in a real-world setting with a student mentor has a positive effect on physical and psychological well-being of youth with disability, and changes student attitudes towards disability.
Keywords: Physical activity, Participation, Attitudes
Funding acknowledgements: This research was funded by H+L Hecht Trust and by the Joanne Tubb Foundation.
Purpose: To explore the benefits of a community-based exercise program for youth with disability and student mentors.
Methods: Of 26 participants with disability who participated in the initial 2014 program, 19 youth with disability (9 female; mean age 18 years 4 months; 6 Down syndrome, 7 cerebral palsy, 3 spina bifida, 1 spinal cord injury, 2 autism spectrum disorder) participated in assessments of their physical health (muscle strength, walking endurance) and quality of life (KIDSCREEN-52) at baseline, immediately after the program (week 13) and 3 months later (week 24). Qualitative data on acceptability and subsequent participation in physical activities were collected via interviews with participants and their parents. Student mentors were recruited from one university. Sixty-eight mentors participated between 2014 and 2017 (45 women; mean age 21.3±4.2 years). Student attitudes toward disability were evaluated using the 6-item Discomfort scale and their competency in general professional behaviours was self-rated for eight items of the Assessment of Physiotherapy Practice scale. Data were analysed using repeated measures ANOVA and thematic analysis.
Results: Youth with disability increased their arm strength at week 13 (4kg 95%CI 1 to 7) and week 24 (MD 5kg, 95% CI 2 to 9). Their leg strength increased at week 13 (MD 43kg, 95% CI 24-62) but not at week 24 (21kg 95%CI -1 to 43). Their walking endurance increased at week 13 (80m, 95%CI 24 to 137) and week 24 (96m 95%CI 6 to 187). Three dimensions of quality of life (autonomy, physical & psychological well-being) increased at week 13 and one dimension (self-perception) at week 24. Ten participants continued exercising after the program; four at the gym, five commenced a new activity and one did both. The program was described by participants and their parents as enjoyable, fun and motivating. Students' attitudes toward disability were more positive at week 13 (OR 1.6, 95%CI 1.4 to 1.8) and week 24 (OR 1.4, 95%CI 1.3 to 1.6). Their self-reported skills competency, confidence working with people with disability, and future intentions of working in disability were also higher at weeks 13 and 24.
Conclusion(s): A mentored community exercise program improves the physical health, quality of life and ongoing exercise participation of youth with disability. The program also positively changes attitudes towards disability of student mentors.
Implications: Exercising in a real-world setting with a student mentor has a positive effect on physical and psychological well-being of youth with disability, and changes student attitudes towards disability.
Keywords: Physical activity, Participation, Attitudes
Funding acknowledgements: This research was funded by H+L Hecht Trust and by the Joanne Tubb Foundation.
Topic: Disability & rehabilitation; Health promotion & wellbeing/healthy ageing; Research methodology & knowledge translation
Ethics approval required: Yes
Institution: La Trobe University
Ethics committee: Human Ethics Committee
Ethics number: 13-071
All authors, affiliations and abstracts have been published as submitted.
