Group exercise and disability: perceptions of instructors toward participation in group exercise for people with intellectual and developmental disabilities

PURPOSE: Group exercise provides many benefits, yet adults with intellectual and developmental disabilities are often excluded from participation. As group exercise instructors play a significant role in GE participation, this study sought to gain a better understanding of their perceptions toward the participation of adults with intellectual and developmental disabilities to support the development of more accessible and inclusive community group exercise opportunities. METHODS: Semi-structured interviews were completed with twenty participants aged 21-62 who were actively teaching group exercise classes. Participants shared their perceptions of intellectual and developmental disability concerning group exercise participation. Interviews were audio-recorded, transcribed, and analyzed using thematic analysis. RESULTS: Three themes were derived from the interviews: Beliefs surrounding modifications, perceived instructor roles, and self-efficacy in teaching adults with intellectual and developmental disabilities. CONCLUSIONS: Instructors emphasized the importance of modifications but expressed mixed self-efficacy in applying these modifications effectively. Further exploration is needed surrounding instructor self-efficacy.