Abstract
BackgroundChildren with physical disabilities (PD) are less physically active than typically developing peers. The most important contributor to physical activity for primary school-aged children is outside play and therefore this should be part of every child’s life. However, children with PD experience multiple barriers to participation in playgrounds. Despite recent improvements in the accessibility of Dutch playgrounds, the participation of children with PD has not increased. This study aims to explore facilitators, barriers and solutions influencing the participation of children with PD in Dutch outdoor playgrounds, from parents’ and professionals’ perspectives.MethodsTwelve semi-structured interviews with parents of children with PD aged 2–12 years and five focus group meetings with professionals working with these children were conducted. To ensure data saturation, we performed three member-check meetings. Two independent researchers analyzed the data using an inductive thematic approach.ResultsSimilar barriers, facilitators and solutions were mentioned by parents and professionals. Three main themes were identified: the emotional barrier versus the physical barrier, play as a part of an inclusive society and the role of professionals in facilitating active inclusive play. The most important personal factors were physical and social problems experienced when children with PD wanted to join outdoor play. Interestingly, parents and professionals believed the social barrier was far more important than the physical one. The most important environmental factor was that the Dutch society is not sufficiently inclusive.ConclusionsAccording to both parents and professionals, the most important barrier to active inclusive outdoor play was social, hindering the participation of children with PD in play with typically developing peers. To overcome such problems, professionals should take an active role in empowering children with PD and their parents. Furthermore, it is important to introduce outdoor active play early, so it becomes part of normal daily life. In addition, a change in the mindset of typically developing children and their parents seems essential to achieve true inclusive active play.
Highlights
Children with physical disabilities (PD) are less physically active than typically developing peers
The topic lists were created by the research team, consisting of one experienced (> 15 years) MSc. pediatric physical therapist/pedagogue (MBO), two experienced (> 10 and 15 years respectively) Ph.D. pediatric physical therapists (EB, MB), and two junior researchers (< 5 years) with a MSc. pediatric physical therapy background (ME and LVE)
The results indicate that participation in playgrounds for children with PD is complex and influenced by multiple personal and environmental factors
Summary
Children with physical disabilities (PD) are less physically active than typically developing peers. The most important contributor to physical activity for primary school-aged children is outside play and this should be part of every child’s life. Pro-active measures are needed to remove barriers and promote accessibility to and availability of inclusive opportunities for children with disabilities to participate in all these activities” [2]. This quote implies that children with disabilities are entitled to opportunities to play, these opportunities are not always available. Play in the playground is the most important contributor to physical activity for primary school-aged children [9]. Typically developing children lack physical activity [18,19,20] and children with disabilities are even less physically active than their peers [19,20,21,22]
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