Self-Perceived Scholastic Competence, Athletic Competence, and Physical Appearance Are Enhanced in Children and Young Adults with Physical Disabilities Following a Community-Based Running Program

Abstract

Children and young adults with physical disabilities consistently report low self-concept across multiple domains. The purpose of this study was to (1) determine if a community-based running program working to improve physical activity patterns in children and young adults with physical disabilities also affected self-concept, and (2) identify specific self-concept domains affected by the community-based running program. Twenty children and young adults (17 males, 3 females, 7–24 years) participated in a community-based running program. The 10-week community-based program occurred twice weekly with a time-based progression of total run time each week. The Self-Perception Profile for Children (SPPC) was used to assess self-concept at baseline and following the program. Data were analyzed for 19 participants using mixed analysis of variance models. Mean improvements were noted in each subscale of the SPPC. Significant main effects (p < .05) were found in the specific domains of scholastic competence, athletic competence, and physical appearance. Among elementary aged children, the greatest improvements were found for scholastic competence (0.56, 95% CI 0.24 to 0.87); the greatest improvements were found for athletic competence among high school aged children and young adults (0.42, 95% CI -0.01 to 0.84). The community-based running program described in this study may have the ability to improve self-concept in young people with physical disabilities, particularly in the domains of scholastic competence, athletic competence, and physical appearance. The ability of a program to improve components of health beyond physical well-being has important implications for future implementation of community-based interventions.