Conclusions: Continued exploration of factors influencing PA participation is required among children and adolescents with ID. The most commonly reported facilitators included high self-efficacy, enjoyment of PA, sufficient parental support, social interaction with peers, attending school physical education (PE) classes, and adapted PA programs. The most commonly reported barriers included disability-specific factors, low self-efficacy, lack of parental support, inadequate or inaccessible facilities, and lack of appropriate programs.

Results: Thirty-two studies published between 19 were included (24 quantitative, 6 qualitative, and 2 mixed-method). Extracted barriers and facilitators were classified using the social ecological model as individual, interpersonal, or environmental factors. Articles were evaluated for relevance using predetermined inclusion criteria in eight databases.

Methods: A scoping review was conducted in accordance with established methodology. The purposes of this study were to identify and map the barriers and facilitators of PA participation among children and adolescents with ID. Understanding factors influencing the PA participation of this population is essential to the design of effective interventions. Low motor development was associated with low physical activity.Īs more than half of the participants were not meeting the recommendations, family and caregivers of these children should focus on supporting and motivating them to explore and expand their physical activities.īackground: Children and adolescents with intellectual disabilities (ID) have low levels of physical activity (PA). In total, 47% of the participants were meeting physical activity recommendations. The participants took on average 6,677 ± 2,600 steps per day, with intensity of 1,040 ± 431 counts per minute. Data was analysed by use of descriptive statistics and multiple linear regression analyses. They wore an accelerometer on eight consecutive days. Sixty‐eight children and adolescents (2–18 years) with a moderate‐to‐severe intellectual disability were included in the analyses.

The aim of this study was to investigate the habitual physical activity in these children. Regular participation of children and adolescents with intellectual disabilites in physical activity is important to maintain good health and to acquire motor skills.

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