Barreiras e facilitadores para à prática de atividades físicas e esportivas de escolares com Deficiência Intelectual e Transtorno do Espectro Autista de um município do Sul do Brasil

Abstract

The objective of this study was to describe the presence of students with Intellectual Disability (ID) and Autism Spectrum Disorder (ASD) enrolled in regular and special schools in a Southern city of Brazil, as well as to evaluate the perception of those responsible for the involvement of students in practicing Physical and Sports Activities (PSAs), identifying the barriers and facilitators that influence their participation. This is a descriptive cross-sectional study. To estimate the study population, a survey was carried out in all educational institutions in the city (municipal and state schools) and 133 students with ID and/or ASD aged between 4 and 18 years were identified. For data collection, inclusion criteria were established as students aged between 7 and 18 years with ID and/or ASD, and, therefore, 100 students were considered eligible to participate in the study. Data collection occurred through the application of a questionnaire in person at the school and/or by telephone. For data analysis, the descriptive statistics resources of the IBM Statistical Package for the Social Sciences (SPSS) Base 22.0 were used. Final sample included 53 participants (53% of response rate). The results of the study indicate that students have low levels of PSAs (86.7% inactive), and low engagement in leisure-time PSAs programs (free 11.3%; paid 7.55%). Regarding Physical Education classes, participation frequency was 87.7%.The environmental barriers to practicing PSAs were the most highlighted by those responsible and included the region's climate, places where PSAs are practiced, lack of opportunity and professional guidance, safety, transportation and travel. In the social barrier, the main aspects were financial difficulties and the lack of company from family and friends stand out. In personal barriers, students' sedentary behavior, difficulty with social skills, fear of getting hurt and negative experiences with PSAs were highly reported. The facilitators were consistently in terms of direction and very similar in terms of magnitude compared to the aspects investigated as barriers, except for the student having free time and good interaction with friends and Physical Education professional/teacher. Concluded that the levels of practice and involvement with PSAs in this population group are low outside the school environment and that the challenges faced by this group of students go beyond an individual choice, involving a series of factors that influence this engagement. It is suggested that there is an urgent need for support and encouragement from public management to implement projects and programs that make PSAs more accessible for people with ID and ASD.