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

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.