Group exercise and disability: perceptions of instructors toward participation in group exercise for people with intellectual and developmental disabilities.

Abstract

Group exercise provides many benefits, yet adults with intellectual and developmental disabilities are often excluded from participation. As group exercise instructors play a significant role in GE participation, this study sought to gain a better understanding of their perceptions toward the participation of adults with intellectual and developmental disabilities to support the development of more accessible and inclusive community group exercise opportunities. Semi-structured interviews were completed with twenty participants aged 21-62 who were actively teaching group exercise classes. Participants shared their perceptions of intellectual and developmental disability concerning group exercise participation. Interviews were audio-recorded, transcribed, and analyzed using thematic analysis. Three themes were derived from the interviews: Beliefs surrounding modifications, perceived instructor roles, and self-efficacy in teaching adults with intellectual and developmental disabilities. Instructors emphasized the importance of modifications but expressed mixed self-efficacy in applying these modifications effectively. Further exploration is needed surrounding instructor self-efficacy.