Developing Self-Determination through Physical Activity Courses in Inclusive Post-Secondary Education Programs

Authors

• Shannon P. Zimmerman, West Virginia UniversityFollow
• Samantha Ross-Cypcar, University of UtahFollow
• Peter R. Giacobbi, West Virginia UniversityFollow
• Lesley Cottrell, West Virginia UniversityFollow
• Emily Murphy, West Virginia UniversityFollow
• Andrea Taliaferro, University of South CarolinaFollow
• Jeanette Garcia, West Virginia UniversityFollow

Abstract

Adults with intellectual and developmental disabilities (IDD) often experience low physical activity levels, with only 23% meeting recommended guidelines, increasing their risk for secondary health conditions. Inclusive Post-Secondary Education (IPSE) programs in the U.S. present an opportunity for physical activity promotion. This study examined physical activity strategies across a national sample of IPSE programs (n = 27) using a sequential mixed-method approach, including surveys and follow-up interviews, focusing on alignment with Self-Determination Theory (SDT). While 70.37% of programs offered formalized physical activity courses, all promoted physical activity informally. Common practices included peer mentorship (96.3% of programs), goal setting (100%), and campus engagement (100%), which aligned with SDT. However, gaps in physical literacy and skill development were identified, signaling areas for curriculum improvement. These findings highlight the potential of theory-driven physical activity courses to enhance self-determination, promote well-being, and advance inclusion for students with IDD in IPSE programs.

Plain Language Summary

Many young adults with intellectual and developmental disabilities (IDD) do not get enough exercise. Inclusive Postsecondary Education (IPSE) programs are college programs for students with IDD. These programs can help students be more active and learn about health habits. This study looked at 27 IPSE programs to see how they support physical activity. The researchers used surveys and interviews to gather information. All 27 programs encouraged students to be active and 19 have physical activity classes. Most programs used peer mentors (96%), goal setting (100%), and campus activities (100%) to help students stay active. Some programs, however, did not give students enough chances to learn fitness skills or improve their physical activity knowledge. While IPSE programs are helping students stay active, more research is needed to understand how regular classes might improve their health even more.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

Recommended Citation

Zimmerman, Shannon P.; Ross-Cypcar, Samantha; Giacobbi, Peter R.; Cottrell, Lesley; Murphy, Emily; Taliaferro, Andrea; and Garcia, Jeanette (2026) "Developing Self-Determination through Physical Activity Courses in Inclusive Post-Secondary Education Programs," Developmental Disabilities Network Journal: Vol. 5: Iss. 2, Article 15.
DOI: 10.59620/2694-1104.1141
Available at: https://digitalcommons.usu.edu/ddnj/vol5/iss2/15