Author ORCID Identifier

https://orcid.org/0009-0002-1852-7225

Semester

Fall

Date of Graduation

2025

Document Type

Dissertation (Campus Access)

Degree Type

PhD

College

College of Applied Human Sciences

Department

Physical Education Teacher Education

Committee Chair

Sean Bulger

Committee Co-Chair

Andrea Taliaferro

Committee Member

James Wyant

Committee Member

Samantha Ross

Abstract

Background: Colleges and universities struggle to provide equitable opportunities for physical activity for students with disabilities, despite federal mandates and a growing student population. For-credit adapted physical activity courses offer a structured approach for all students; however, implementation strategies remain inconsistent across campuses. While prior research has explored recreational adapted physical activity programs, little is known about how for-credit adapted physical activity courses are structured, supported, and sustained in higher education settings. Purpose: This study aims to (1) assess the prevalence and structure of for-credit adapted physical activity courses in higher education, and (2) identify key facilitators and barriers influencing the development and sustainability of these programs. Method: A sequential explanatory mixed-methods design was used, beginning with a survey of physical activity program coordinators across the US. This was followed by semi-structured interviews with four coordinators from institutions offering adapted physical activity courses. Qualitative data were analyzed using Bingham’s five-phase approach, with a combined deductive and inductive coding scheme to identify patterns and themes. Moran et al.’s (2014) empowerment model guided interpretation of the data within the three interrelated domains of programming, training, and support. Interrater reliability was assessed using AC2. Results: Findings revealed that adapted fitness courses offered by 57.1% of responding institutions. While basic structural accommodations (e.g., accessible facilities and adapted equipment) were common, personalized supports, such as interpreters or peer assistants, were rare. Several themes highlighted barriers and facilitators in the context of environmental constraints, student perceptions and awareness, lack of funding, limited staff development opportunities, degree requirements, and multidisciplinary support networks. Conclusion: This study showed that offering sustainable adapted physical activity (APA) courses depends on multi-level empowerment: (a) collaboration with multidisciplinary departments; (b) making formal instructor training sessions that keep instructor autonomy and competence; and (c) policy alignment that embeds APA within degree requirements.

Download

Share

COinS