We aimed to describe the perspectives, capabilities, opportunities, and motivations of special education teachers and administrators in promoting PA among Filipino CWD.
A descriptive cross-sectional design was used for this study. We administered the Promoting Active Lifestyle among Children with Disability (PALS) questionnaire to explore the perceptions and physical activity-promoting behaviors of Filipino educators. The PALS questionnaire was developed for Filipino CWD key influencers based on the Capabilities, Opportunities, and Motivations model of Behavior (COM-B). It was administered to teachers and administrators actively serving in private and government special education schools in the Greater Manila Area, Philippines. Participants completed either the Filipino or English version of the questionnaire in printed or online format. Descriptive statistics was used to analyze findings.
Thirty-one (31) special education teachers and administrators participated in the study and completed the questionnaire. Most were female (n= 30; 96.8%), teachers (n= 25; 80.7%), and worked in private institutions (n=16; 51.6%). All agreed that CWD can engage in PA and benefit socially. Most believed PA should be structured (n= 30; 96.8%) and considered arts and crafts as PA (n=20; 64.5%), but not playing with gadgets (n=25; 80.7%) and watching television (n=22; 71.0%). Many expressed confidence in modifying activities (n=24; 77.4%), advocating for CWD’s rights (n=20; 64.5%), and empowering them for PA engagement (n=20; 64.5%). Institutional support, including workload, school policies and funding (n=23; 74.2%), and teacher training (n=22; 71.0%) were generally deemed sufficient. Few were unfamiliar with PA guidelines (n=2; 6.5%) and PA needs of CWDs (n=1; 3.2%). All agreed that further education on PA would enhance their ability to promote it. Despite concerns about safety (n=20; 64.5%) and emotional exhaustion (n=18; 58.0%), most agreed that teachers should be role models and that primary carers can support them in promoting PA (n=30; 96.8%).
Special education teachers and administrators showed positive perspectives, capabilities, opportunities, and motivations in fostering an active lifestyle among CWD. Their awareness of PA benefits, high self-efficacy, and acknowledgment of roles support PA promotion. However, unfamiliarity with PA guidelines, limited understanding of CWD’s needs, and safety concerns may hinder the implementation of PA programs.
Physiotherapists are well-positioned to collaborate with special education implementers in ensuring PA participation of CWD, particularly in designing programs, identifying opportunities, and supporting them in handling the physical demands of their roles. Further research on their lived experience in promoting PA among CWDs can inform development of effective, sustainable PA programs in the Philippines.
children with disabilities
special education
