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Investigation Into The Physical Activity Interests of Students With Disabilities

at West Virginia University?

Principal Investigator: Jodie L. Smith

West Virginia University

Jsmit167@mix.wvu.edu

724-425496

Andrea Taliaferro

Kristen Dieffenbach

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Introduction

The benefits of physical activity for the general population are well known and include such

positive outcomes as, weight control and disease prevention. Physical activity is noted by

Healthy People 2010 to be one of the top 10 leading health indicators (U.S. Department of

Health and Human Services). Furthermore, there are fourteen proposed objectives for Healthy

People 2020 that relate to physical activity. The lack of physical activity can result in major

consequences such as heart disease, diabetes, and obesity. Perhaps the biggest related concern is

the prevalence of obesity. According to the Caroll, Curtin, Flegal and Ogden (2010), the National

Health and Nutrition Examination Survey (2007-2008), found that 32.2% of adult men and

35.5% of adult women are obese.

For individuals with disabilities, physical activity may be one of the most effective ways to

improve functioning, increase independence, and prevent secondary conditions like

deconditioning and social isolation (Coyle & Santiago 2004). Physical activity for this

population can prevent lack of independence, obesity, and depression.

Individuals with physical disabilities may need even more physical activity than the average

person to get the same benefits. For example, if an individual did not have use of their legs, they

would have to work out with their arms for an even longer duration or higher intensity to burn

the same amount of calories as an average person because the loss of the large-muscle groups of

the lower limbs diminishes the capacity to burn calories (Winnick, 2005, p. 299). Someone with

cerebral palsy may need much more physical stamina and endurance to walk across a room as an

average person due the cumbersome muscle tension they must compensate for.

Unfortunately, the recommendations for physical activity are not being met by individuals with

or without disabilities; people with disabilities being further in debt than those without.

According to the Center for Disease Control, in 2005, the percentage of adults who met physical

activity guidelines in the United States was 49.4%. The percentage of adults with disabilities

who met the guidelines was even lower, 37.7%. In the state of West Virginia both of those

percentages were lower than the national average. In West Virginia the number of adults who

met physical activity guidelines was 44.1 % and those with disabilities was only 27.7%. Only

three other states have a lower percentage.

Slightly more than one fourth of the people with disabilities in West Virginia are getting enough

exercise. As a result, it is evident that residents of West Virginia who have disabilities could

benefit from more opportunities for physical activity.

Groff, Lundberg, and Zabriski (2008) found that participation in adapted sports resulted in:

improved health and physical functioning of individuals with disabilities. Their research also

shows that individuals with disabilities who participate in regular physical activity

(a) are better adjusted and more satisfied with life, (b) report having fewer days of pain,

depression, anxiety, sleeplessness, (c) have improved vitality, (d) substantially increase their life

expectancy (e) are stronger and have more stamina have improved cardiovascular health and (f)

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fitness experience fewer and less severe secondary health conditions and develop a positive

athletic identity.

West Virginia University is the largest university in West Virginia, a state that is lacking in the

recommended levels of physical activity for individuals with disabilities according to . The

population with the worst deficit is those with disabilities. During college, students will learn

how to control their lifestyle. Supporting research by Forrester, Geary, Hall and Ross states that

individuals who have greater involvement in campus recreational sports are likely to have

physically active lifestyles in mid life. Further support comes from research by Visek and

Weinfelt (2009), stating that students who participated in activity classes practiced healthier

behaviors during and post- college.

The purpose of this study is threefold: (a) to investigate past physical activity interests and

participation of students with disabilities enrolled at WVU, (b) to understand current types of

physical activity that students with disabilities at WVU are participating in, and (c) to identify

suggestions for future physical activities offered at WVU to meet the needs of this population.

Further, this study will investigate awareness of opportunities and activities that WVU is

currently providing the extent to which these are being utilized.

The information gathered through this research will help the administration and departments

such as the college of physical activity and sports sciences to determine if current offerings are

sufficient. For example if students with disabilities want to choose a physical education elective,

which classes would they choose and what accommodations do they require? If the classes

offered are not attractive choices for the population, what classes should we offer? The college of

physical activity and sport sciences will

Carroll, M. D., Curtin, L. R., Flegal, K. M., Ogden, C. L. (2010). Prevalence and trends in

obesity among US adults, 1999-2008. The Journal of the American Medical Association,

303 (3) 235-241.

Centers for Disease Control and Prevention. (2007) Physical activity among adults with a

disability: United States, 2005. Morbidity and Mortality Weekly Report, 56, 1021-1024.

Forrester, S., Geary, C. Hall, S., Ross, C. (2007). Using past campus recreational sports

participation to explain current physical activity levels of alumni. Recreational Sports

Journal, 31, 83-94.

Groff, D. G., Lundberg, N. R., & Zabriskie R. B. (2008). Influence of adapted sport on quality of

life: Perceptions of athletes with cerebral palsy. Disability and Rehabilitation 31(4) 318-

326.

Santiago, S. C., Coyle, C. P. (2004). Leisure-time physical activity and secondary conditions in

women with physical disabilities. Disability and Rehabilitation, 26 (8), 485-94.

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U.S. Department of Health and Human Services. Office of Disease Prevention and Health

Promotion. (n.d.). Healthy People 2010. Retrieved October 14, 2010, from the World

Wide Web: http://www.health.gov/healthypeople/

Winnick, J. P. (2005) Adapted physical education and sport. Champaigne, IL: Human Kinetics.

Visek, A. J., Weinfelt, J. A., (2009). Why college students enroll in exercise and sport activity

classes: An exploratory investigation. Mo J Health, Physical Education, Recreation and

Dance, 19, 64-76.

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Methods

Survey methodology will be used to collect and analyze data in regard to the following three

research questions:

1. What physical activities did students with disabilities participate in before attending WVU?

2. What physical activities do students with disabilities participate in while attending WVU?

3. What physical activities would be desirable for future WVU students with disabilities?

More in depth questions that the researchers will strive to understand are:

Compared to opportunities that WVU students with disabilities had before attending, do

WVU students with disabilities have opportunities to experience a wide range and depth

of physical activity and therefore make physical activity a regular and positive part of

their life?

What physical activities were experienced prior to attending?

What physical activities are experienced while enrolled at WVU?

How does WVU compare to past and present experiences?

What can WVU do to facilitate more physical activity involvement for students with

disabilities in the future?

Participants: Any students currently enrolled at WVU who has a disability will be eligible to

participate in the study. Results from students who report that they do not have a disability will

be discarded.

Participant Recruitment: Per conversation with the Office of Disability Services (ODS), after

IRB approval is obtained and the ODS has reviewed the study, a possible mode of recruiting

participants will be through email distributed by ODS. A letter describing the study and

requesting participation will be emailed by the Office of Disability Services to students at WVU

who have registered with the office.

In addition to the ODS email, and pending IRB approval, the researchers also will distribute an

email to the entire student body of WVU by MIX email and Listserv, which are other e-mail

distribution services provided by the office of information technology. This email will allow for

those students who have disabilities but are not registered with the office of disability services to

have an opportunity to participate. Paper copies of the questionnaire will be made available for

pick up in the office of disability services and will also be mailed per request of any WVU

student with a disability who would prefer paper instead of an online survey.

All letters, electronic or paper, will state that participation will be voluntary and participants will

remain anonymous.

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Those participants who complete the survey will be given the opportunity to enter in a drawing

to win a gift card as an incentive to participate. Entering the drawing is voluntary. Participants

can choose to participate in the survey but not the drawing.

Data Collection: When a potential participant clicks on the survey link in the email they will be

taken to the online survey questionnaire which will be supported by either survey monkey or

simple forms. The questionnaire will be distributed electronically but may also be requested in

paper form. Consent will be obtained from all participants prior to beginning the survey.

Sample Size: Per conversation with a representative from the office of disability services, 1,300

WVU students are registered as having a disability however, most of the students registered do

not have physical disabilities. There are also a number of students enrolled at WVU who have

disabilities but have not registered with disability services. These students hope to be reached

through Mix and E-News. The minimum sample size desired will be 50 participants.

Survey Instrument: The survey instrument will include more detailed questions that will further

develop understanding of the three main research questions. The format will include: multiple

choice /drop down list, yes or no, and open ended questions. When appropriate multiple choice

questions may include an “other” choice with space to reply if a desired answer is not listed.

Data Analysis:

Data will be analyzed in regard to each of the research questions above.

Descriptive stats on continuous data (age, number of activities)

Descriptive stats on categorical data: (activity types)

Open ended questions will be transcribed, compiled, coded. Emerging themes will be analyzed

(Lincoln and Guba, 1984).

Timeline

October- November: Obtain IRB approval

November (After IRB approval): Upload survey on either survey monkey or simple

forms.

December 1: Data collection starts; potential participants will be contacted via-email

request with a link to the survey.

January 11: Resend survey request to potential participants via email with a link to the

survey.

February 16: Close survey. Data collection complete

February 17- March 31: Analyze data

April: Prepare report

April 30: Report completed

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Budget

Survey software license to allow online participation:

o $20 per month * 6 months =$120

Paper copies of survey:

o .35 cents per survey * 100 surveys = $35

Paper copies of final report to share with other WVU departments:

o .35 cents per report * 100 reports= $35

Stamps to mail questionnaire per request of participant:

o .47 * 100 = $47.00

Stamps to mail copies of the final report to other WVU departments:

o .47 *20 = $9.00

Envelopes to mail questionnaire per request of participant:

o $10

SPSS Grad Package for analyzing data:

o $400

Paper to print copies of the questionnaire and results to share:

o $35

Printer Ink to print copies of the survey and copies of final reports:

o $50 * 2= $100

CPASS hourly wage for principle investigator, data entry:

o $10 per hour * 30 hours = $300

USB flash drive storage device to store electronic data pertaining to the study:

o $35

Incentive to encourage participation:

o $50

Total $1,176

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Appendix

The following questions are examples of questions that will possibly be included in the

questionnaire:

Do you have a physical disability?

What type of disability do you have? (psychological, physical, or sensory)

Implications for physical activity Disability characteristics

Are you currently a student at WVU

How old are you?

What is your year in college?

What is your home town? (Where did you live for a majority of your lifetime?)

What are your general likes and dislikes pertaining to physical activity?

What types of physical activities did you participate in prior to attending WVU: (multiple

choice list)

Did you participate on a regular/ ongoing basis?

Types of PA participating in at WVU: (multiple choice list)

Do you participate in a regular/ ongoing basis?

What types of physical activities would like to receive instruction on via: credit courses

from the physical education department.

What Types of physical activities that you would like to receive instruction on via:

lifetime activities programming.

What Types of physical activities that you would like to receive instruction on via: group

fitness classes.

What Types of physical activities that you would like to participate in via: outdoor

recreation center programs

What Types of physical activities that you would like to participate in via: intramural

sports

What Types of physical activities that you would like to participate in via: university,

varsity sports

What Types of physical activities that you would like to participate in via: club sports

What Types of exercise equipment that you would like to u in utilize in a fitness center

such as the student recreation center.

Would you prefer instruction and enrollment to be especially for students with disabilities

or would you prefer an inclusion setting where accommodations are readily available?

Do you perceive there more physical activity opportunities for you at WVU than there

were in your hometown?

How did you find out about the physical activities that you currently participate in at

WVU?

Do you need accommodation in the current activities? Are those provided?

In your opinion, are there enough physical activity opportunities that you could

participate in if you wanted to?

Are your needs being addressed? Could your quality of life/health be improved with

additional opportunities for physical activity?

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Have you taken any basic instruction program class from the physical education

department for college credit? What class?

Are there any lifetime activity program classes, recreation programs, intramural sports,

fitness activities, varsity sports, group fitness classes, or outdoor recreation offerings

specifically designed for people with disabilities that you would be interested in

participate in at WVU?