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Purpose: Persons with intellectual disabilities have low physical activity levels and high rates of chronic disease. One predictor limitedly explored is the home environment, which could influence the type and amount of physical activity in this population. The purpose of this study is to qualitatively explore physical activity in the group home setting and determine what key stakeholders want from a physical activity programme. Method: This study adopted a qualitative descriptive design, using semistructured focus groups. Twenty stakeholders (i.e., residents with intellectual disability, support staff and programme coordinators) participated in one of three focus groups, separated by stakeholder status. Results: A number of factors emerged that would assist rehabilitation professionals in understanding physical activity within the group home setting. The following six meta-themes were identified: nature of residents' physical activity, facilitators to physical activity, barriers to physical activity, personal factors, organizational factors and solutions to increase physical activity. Conclusions: Findings suggest that residents with intellectual disabilities have low physical activity and opportunities for participation. Key attributes of the group home setting were identified between barriers and facilitators to activity. Consideration for the development of physical activity programmes should focus on the unique needs of the group home setting as expressed by stakeholders. Implications for rehabilitation: Physical activity can improve physical fitness, function, and community participation yet physical activity remains low among adults with intellectual disabilities. Understanding physical activity within the group home setting is essential to develop targeted interventions to increase activity within that environment. Key barriers for physical activity within the group home setting include; operational priorities, limited staff, staff turnover, busy schedules, and staff attitudes towards physical activity. [ABSTRACT FROM AUTHOR]

The article provides ways for fitness professional or therapeutic practitioners to work individually with older adults who want to improve balance outside the boundaries of a group-based program in the U.S. It outlines four different activities which could be implemented in an activity program for older adults who want to reduce the risks of falling. It suggests the need for fitness professionals to monitor and evaluate regularly the program to determine the participant's feedback and progress. Moreover, it advises therapeutic practitioners to let the participants know the importance of fall-prevention strategies to avoid its effects.

The article focuses on the integration of service learning (SL), which incorporates volunteer work and internship, into adapted physical education (APE) courses in the U.S. It is inferred that adapting SL into the APE curriculum can improve the perception of students on people with disabilities in the community due to its hands-on nature. It presented information about SL and its benefits to students, agency, and faculty. It also provided a step-by-step guide in implementing SL in an undergraduate APE class.