Semester

Summer

Date of Graduation

2024

Document Type

Dissertation

Degree Type

PhD

College

College of Applied Human Sciences

Department

Physical Education Teacher Education

Committee Chair

Samantha Ross-Cypcar

Committee Co-Chair

Jeanette Garcia

Committee Member

Jeanette Garcia

Committee Member

Peter Giacobbi

Committee Member

Lesley Cottrell

Committee Member

Emily Murphy

Committee Member

Andrea Taliaferro

Abstract

Adults with intellectual and developmental disabilities (IDD) exhibit lower physical activity levels compared to their non-disabled counterparts, with only 23% of U.S. adults with IDD engaging in the recommended 60 minutes per day of moderate-to-vigorous physical activity. Inclusive Post-Secondary Education (IPSE) programs in the U.S. offer an opportunity to promote physical activity and address the critically low physical activity levels. Few IPSE programs have formalized physical activity courses, warranting an evaluation and development of the national curriculum in this area. This study expands on previous work by examining current physical activity promotion strategies at both the program and course levels. Specifically, it aimed to (1) examine and compare physical activity course strategies within a national U.S. sample of IPSE programs, and (2) evaluate the alignment of course strategies with Self-Determination Theory and IPSE national self-determination standards. Using a sequential mixed-method approach, directors of IPSE programs with on-campus residency completed an online survey identifying physical activity promotion strategies at the program and course level (n = 27). A purposive subsample participated in follow-up interviews (n = 5) to discuss course implementation strategies in depth. All but one program reported promoting physical activity informally, while 19 (70.37%) offered a formalized physical activity course. No program characteristics were statistically associated with course offering. In alignment with theory and standards, participants reported consistent use of peer mentors, goal setting, and campus activities to promote self-determination, broadly with parallel strategies for promoting physical activity within courses. in the program. An opportunity to develop competency in physical activity skill development was identified and discussed alongside implications for IPSE curriculum development.

Embargo Reason

Publication Pending

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Available for download on Wednesday, July 23, 2025

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