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According to Carroll, et al., (2014), only 11% of individuals with intellectual and developmental disabilities (I/DD) engage in recommended levels of leisure-time physical activity (LTPA) compared to 57% of the general population. Reasons vary, but include factors such as physical limitations, psycho-social constraints, and mental health issues (Barnes, et al., 2013; Devine, 2015). However, improvements in these health variables for people with I/DD result from regular participation in LTPA (Cooney, Dawn, & Mead, 2014). While prior studies have identified general barriers and facilitators toLTPA for this population, identification of barriers or facilitators in specific contexts is lacking. Virtual reality (VR) is one methodology that can be used to examine specific LTPA contexts as it is an engaging and realistic medium. People with I/DD sometimes have low levels of literacy, but they have responded well in prior research to technology-delivered content for educational purposes (Mechling, Gast, & Fields, 2008).
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