Parental Perceptions of Participation in Physical Activities for Preschoolers with Disabilities

Autor/inn/en	Yang, Hsiu-Wen; Ostrosky, Michaelene M.; Meadan-Kaplansky, Hedda
Titel	Parental Perceptions of Participation in Physical Activities for Preschoolers with Disabilities
Quelle	In: Early Child Development and Care, 190 (2020) 5, S.655-669 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Hsiu-Wen) ORCID (Meadan-Kaplansky, Hedda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1485673
Schlagwörter	Parent Attitudes; Preschool Children; Mothers; Disabilities; Participation; Parent Child Relationship; Prompting; Barriers; Parent Role; Physical Activities; Physical Activity Level; Psychomotor Skills; Illinois + Suchen Sie Ihr Suchwort? Elternverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Handicap; Behinderung; Teilnahme; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Benutzerführung; Parental role; Elternrolle; Psychomotorische Aktivität
Abstract	Children with disabilities tend to participate in fewer physical activities than typically developing children. To promote participation in physical activities for children with disabilities, it is important to understand (a) parents' experiences and roles in supporting their children's physical activities and (b) factors that might influence children's physically active behaviours. Semi-structured interviews were conducted with eight mothers of preschoolers with disabilities. Interview data were transcribed and analyzed to identify key themes. The majority of participants valued physical activities and were aware of the benefits of physical activities for their children. Several parental support behaviours were identified from the data, with the most frequent support behaviours being: logistics, prompts, and encouragement. Parents also described barriers that influence participation in physical activities for their children with disabilities. Implications for research and practice are noted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01