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Using Qualitative Geospatial Methods to Explore Physical Activity in Children with Developmental Disabilities: A Feasibility Study

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  • Cameron M. Gee

    (International Collaboration on Repair Discoveries, University of British Columbia, Vancouver, BC V5Z 1M9, Canada
    Department of Orthopaedics, University of British Columbia, Vancouver, BC V6T 1Z3, Canada)

  • Brianna T. Tsui

    (Centre for Chronic Disease Prevention and Management, University of British Columbia, Kelowna, BC V1V 1V7, Canada)

  • Kathleen A. Martin Ginis

    (International Collaboration on Repair Discoveries, University of British Columbia, Vancouver, BC V5Z 1M9, Canada
    Centre for Chronic Disease Prevention and Management, University of British Columbia, Kelowna, BC V1V 1V7, Canada
    Department of Medicine, Division of Physical Medicine & Rehabilitation, University of British Columbia, Vancouver, BC V5Z 2G9, Canada
    School of Health and Exercise Sciences, University of British Columbia, Kelowna, BC V1V 1V7, Canada)

  • Erica V. Bennett

    (School of Kinesiology, University of British Columbia, Vancouver, BC V6T 1Z1, Canada)

  • Kelly P. Arbour-Nicitopoulos

    (Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, ON M5S 2W6, Canada)

  • Christine Voss

    (Centre for Chronic Disease Prevention and Management, University of British Columbia, Kelowna, BC V1V 1V7, Canada
    Department of Pediatrics, University of British Columbia, Vancouver, BC V6H 0B3, Canada)

Abstract

Children with developmental disabilities (DDs) experience barriers to physical activity (PA) participation. Greater contextual information regarding their PA behaviors is needed for effective PA promotion. We investigated the feasibility of using activity trackers and Global Positioning Systems (GPS) devices with follow-up interviews to explore PA behaviors in children with DDs. Fifteen children with DDs (aged 10 ± 2 years) wore an activity tracker and GPS device for 7 days. Data were time-aligned to measure PA and identify PA locations. Maps were created to guide follow-up semi-structured interviews with the children and their parents/guardians to understand PA contexts and perceptions of daily PA. The children took 8680 ± 4267 steps/day across 6 ± 1 days. The children provided preferences for PA locations and the parents/guardians gave context by expressing how DDs affect PA and identifying environmental factors in PA locations. The children with DDs who lived near parks, participated in PA that leveraged the strengths of their individual skillsets, and had parents/guardians who provided social support had more positive PA experiences. Combining activity tracking and GPS data with follow-up map-based interviews is feasible to explore PA behaviors and the experiences of children with DDs. This methodology may provide novel insight into daily PA in children with DDs, which can inform how future interventions can support them to be more active and have positive experiences while being active.

Suggested Citation

  • Cameron M. Gee & Brianna T. Tsui & Kathleen A. Martin Ginis & Erica V. Bennett & Kelly P. Arbour-Nicitopoulos & Christine Voss, 2024. "Using Qualitative Geospatial Methods to Explore Physical Activity in Children with Developmental Disabilities: A Feasibility Study," Disabilities, MDPI, vol. 4(4), pages 1-16, October.
    • Handle: RePEc:gam:jdisab:v:4:y:2024:i:4:p:53-871:d:1504961
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    References listed on IDEAS

    as
    1. Teun Remmers & Carel Thijs & Dick Ettema & Sanne de Vries & Menno Slingerland & Stef Kremers, 2019. "Critical Hours and Important Environments: Relationships between Afterschool Physical Activity and the Physical Environment Using GPS, GIS and Accelerometers in 10–12-Year-Old Children," IJERPH, MDPI, vol. 16(17), pages 1-20, August.
    2. Donglin Hu & Shi Zhou & Zachary J. Crowley-McHattan & Zhiyun Liu, 2021. "Factors That Influence Participation in Physical Activity in School-Aged Children and Adolescents: A Systematic Review from the Social Ecological Model Perspective," IJERPH, MDPI, vol. 18(6), pages 1-22, March.
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