The Importance of Adapted Physical Activity for Disabled Individuals

Adapted physical activity plays a crucial role in promoting the inclusion and participation of individuals with disabilities in physical education, sports, recreation, and rehabilitation. It is a specialized service delivery profession and an academic field of study that supports an attitude of acknowledgement and inclusion. The International Federation of Adapted Physical Activity (IFAPA) and the Federation of Adapted Physical Activity (IFAPA) have provided guidelines and strategies to demonstrate the importance of adapted physical education for individuals with disabilities. From a theoretical perspective, adapted physical education addresses participation restrictions in physical activity related to physical, intellectual, and developmental disabilities. This field of study also incorporates peer tutors, wheelchair sports, dance, nutrition, and adapted sports instruction to ensure that individuals with disabilities can fully engage in general physical education and sports.

Long-Term Benefits of Adaptive Physical Activity

We all know (or should) that exercise and physical activity are crucial for maintaining health and well-being, and this is especially true for people with disabilities who often face additional health challenges. In the UK, approximately 16 million people live with a disability, which is nearly one-quarter of the population. In addition, many older adults face becoming functionally disabled in their later years due to poor physical health. Despite these significant numbers, people with a disability are twice as likely to be inactive compared to their non-disabled counterparts, and this contributes to
lower life expectancy and higher rates of comorbidities among disabled people.

According to the latest Annual Disability and Activity Survey from Activity Alliance,
(www.activityalliance.org.uk), three-quarters (76%) of disabled people want to be more active, and only 22% are happy with the amount of activity they do. This ‘activity gap’ has remained consistent since the start of the survey, showing an ongoing unmet demand. The survey found that people were aware of the benefits of being active on their physical and mental health and also the positive aspects of being out and about and socialising with others, particularly in their local area.

However, barriers to activity that prevent disabled people from being active include a lack of – or lack of awareness – of opportunities, a lack of appropriate facilities and staff and a lack of representation of disabled people (not elite athletes) in promotional and marketing materials.

Let’s Acknowledge Why Disability-Qualified Fitness Instructors Are Essential

This is where the fitness industry can do better. According to Activity Alliance, a mere 67 out of an estimated 7,500 facilities in the UK have gained accreditation for being disability accessible. While many more facilities may be accessible, this accreditation shows someone with a disability that they will be able to get around the facility easily, and that trained staff will be available to help them exercise, making the facility inclusive as well as accessible.

Unfortunately, there appears to be a lack of disability-qualified fitness instructors at many centres, meaning disabled clients are either turned away or get injured working with instructors who do not understand the limitations or implications of their disability. This highlights the necessity of increasing the number of disability-trained instructors to ensure that inclusive and effective fitness programmes suitable for all are available.

The Complexity of Disability: Understanding Different Conditions and the Physiological and Biomechanical Changes

Disabilities are complex, they encompass a wide range of physical, sensory, intellectual, and neurological conditions and no two people experience their disability in the same way. However, with appropriate training in this field, fitness instructors will gain a broad understanding of these categories and be aware of the wide range of physiological and biomechanical changes that may impact physical activity. This will enable them to ask questions to find out how an individual’s disability affects them.

Psycho-Social and Legislative Context of Disability

Working with disabled clients also involves understanding the psycho-social aspects and legislative context surrounding disability and exercise. Knowledge of social dynamics and psychological factors, such as loneliness, is essential for encouraging disabled individuals to engage in physical activity.

Knowing the relevant legislation, such as the Equality Act 2010, means instructors can advocate for and support their clients in accessing opportunities to be active. Addressing barriers to activity, including inaccessible facilities, a lack of qualified instructors and insufficient information, is a critical element of this.

Disability, Medical Conditions, and Physical Activity

Many disabilities are associated with specific medical conditions that have implications for physical activity. For instance, individuals with cerebral palsy (CP) are at a higher risk of developing osteoarthritis at an earlier age, while those with a visual impairment are more likely to be obese. Fitness instructors need to understand these linked conditions and their impact on exercise so they can design appropriate programmes. This includes being aware of contraindications and precautions for clients with comorbid conditions such as cardiovascular disease, osteoarthritis, hypertension, hypermobility, or mental health issues.

Effective and Inclusive Communication with Disabled Clients

Having effective communication skills is crucial when interacting with clients who have disabilities. Instructors should possess the ability to effectively communicate through both spoken language and body language in order to connect with clients who may require different forms of communication. Improving communication abilities allows instructors to have more successful interactions and gain a deeper understanding of their clients’ needs, preferences, capabilities, and objectives.

Setting Realistic and Achievable Goals for Disabled Clients

Setting realistic and achievable goals is part of any fitness programme. For disabled clients, goal setting must consider their abilities and limitations while aligning with their objectives. Instructors play a key role in helping clients identify appropriate goals that motivate and encourage progress while ensuring safety.

Adaptive Teaching and Instructing Skills for Working with Disabled Clients
Working with disabled clients requires adaptability. Instructors may need to modify exercises, use assistive devices, and provide additional support as needed. Adaptation is a vital skill, as clients may require different modifications to their exercise programmes based on fluctuations in their condition on a daily, weekly or monthly basis. Training and experience equip instructors with the knowledge to
make these adaptations, ensuring accessibility and effectiveness for all clients.

Conclusion: We Need More Disability-Qualified Fitness Instructors

Having fitness instructors who are qualified to work with disabled clients is essential for providing safe, effective, and inclusive fitness programmes. This is important not only for leisure facilities but also for solo instructors working with clients one-on-one or in group sessions.

Designing Exercise Programmes for Disabled Clients

At SBTC, we deliver the Level 3 Award in Designing Exercise Programmes for Disabled Clients. Our team, which includes Sarah with over 30 years of experience in the health-related activity field, and Sam, a highly qualified instructor with a disability, provides a high standard of knowledge and practical ability to work with disabled clients. We also offer ongoing support and training to those who want to work with disabled clients who want to improve their fitness while living with the challenges of a disability. For more information on the course, contact admin@sarahbolitho.com.