The Feasibility of Translating a Home-Based Physical Activity Curriculum to a School Setting for Youth with Disabilities


  • Angela J. Wozencroft The University of Tennessee, Knoxville
  • Jodi Anderson The University of Tennessee, Knoxville
  • Carlie Long The University of Tennessee, Knoxville
  • Dawn P. Coe The University of Tennessee, Knoxville


Motor skills, adapted physical activity, therapeutic recreation, children, adolescents, disability


The purpose of the study was to examine the feasibility of translating the FunDoRoo™ mobile device application, a parental home-based physical activity (PA) intervention, for youth with disabilities in five special education classrooms (elementary through high school). A supervisor’s fidelity checklist on the FunDo-Roo™ protocol, along with narrative comments, was completed after each session. The fidelity checklist was designed to assess the implementation and facilitation of the FunDoRoo™ sessions. FunDoRoo™ included Get Ready exercises, Get Strong exercises, and Games. Fidelity checklist data were not reported in this study. Qualitative analysis on implementation and facilitation was conducted on the narrative comment data from the fidelity checklists from 31 different FunDoRoo™ sessions across the five classrooms. Five themes were identified using an inductive approach: equipment modification, exercise/movement adaptation, location/space, challenges with group setting, and time constraints. Based on the thematic analysis, facilitators need to be cognizant of students’ ability levels as these abilities will inform equipment modification and adaptations to the activities/exercises in the FunDoRoo™ application. Results from this study indicate that with these considerations, the FunDo- Roo™ application curriculum can feasibly be translated for use in special education classrooms, as a fun, interactive way to reach the educational goals of students with disabilities.





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