Strategies to Address Barriers

Helping your organization share information about strategies to help address barriers to physical activity for children with disabilities.

A child and adult play with a ball.

Image: A child with a disability in their wheelchair excitedly throws a ball to the adult catching it. They are wearing a hat, t-shirt, and jeans.

About this Resource

It is recommended that organizations provide families with information regarding strategies to help address barriers to physical activity participation among children and youth with disabilities.

Organizations that support and promote physical activity for children and youth with disabilities have an obligation to work to reduce barriers to physical activity. In addition to efforts to reduce barriers, your organization can support families by providing information regarding strategies to help address barriers to physical activity participation among children and youth with disabilities.

What are barriers?

Barriers are negative cues that can influence behaviours or make it difficult for individuals to reach their goals. Families of children and youth with disabilities experience several barriers to physical activity participation. There are many program, facility, and staff-related barriers that make it difficult for families to support their children’s physical activity.

Why is it important to address barriers?

Many families have expressed that it takes extraordinary effort to support their children’s physical activity and have requested information regarding strategies to address common barriers. Through providing information that addresses barriers, families may feel more confident in their abilities to navigate barriers and support their children’s physical activity.

How can your organization help?

In addition to working to reduce systemic barriers to physical activity for children and youth with disabilities, your organization can play a key role in developing solutions to support families with overcoming barriers. Being aware of potential barriers is the first step to developing solutions to help families overcome them!

Below you will find descriptions of various barriers that families face to supporting their children’s physical activity, along with strategies that your organization can use to help families overcome these barriers. This guide also includes example messages that your organization can use when communicating with families. Click each category of barriers to skip to that section and learn more:

  1. Barriers to Families
  2. Barriers to Children
  3. Program Barriers
  4. Facility Barriers
  5. Staff Barriers

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Strategies to Address Barriers (PDF)

Barriers to Families

Finding Time

Families of children and youth with disabilities have a lot on the go! Finding time to plan for their child’s physical activity can be a big source of stress among families of children and youth with disabilities.

How can your organization help?

Inform families about your organization’s open gym times, family nights and guided family activities.

Example: “Family physical activity allows for quality time spent together. When you get active with your family, you also get an opportunity to be a positive role model for your child by demonstrating the value of an active lifestyle.”

Your organization can support families with planning to help take the stress out of finding time for physical activity. To support families of children and youth with disabilities in planning for their child’s physical activity. Find more information about planning for physical activity in our fourth recommendation.

Example: “Planning ahead can make physical activity easier and less stressful. Try to create a weekly plan that works for you and your family.”

Inform families of opportunities for their children to engage in unstructured physical activity. Some ideas include going for a walk, bike, or roll, having a dance party, playing a game of tag, or hide-and-seek.

Example: “Getting active doesn’t need to be complicated. Try having a family dance party or a game of tag! The key is to have fun!”

Stress

For some families, the idea of getting their children and youth with disabilities involved in physical activity can feel overwhelming. This can be due to a lack of time, resources, or knowledge about where to start.

How can your organization help?

Sometimes getting started is the hardest part. Remind families of easy, low-pressure ideas for getting their child started in physical activity.

Example: “If getting your child active causes you stress, you’re not alone. Start with activities that require minimal effort and time and slowly work toward activities that require more energy and time.”

Concerns for the Future

Families may worry about their children’s ability to engage in physical activity long-term, as many barriers persist beyond childhood.

How can your organization help?

Remind families of the many benefits of physical activity, including how children with disabilities can learn important life skills.

Example: “Participating in physical activity is a great way for your child to learn many life skills that will be useful in their future!”

Barriers to Children

Safety and Well-Being

Families often worry about their children’s physical safety and emotional well-being while engaging in physical activity. Concerns about risk of injury, along with feelings of fear, embarrassment, and low confidence may prevent children from being physically active.

How can your organization help?

Involving families in the planning process can help them to trust their children will be safe in your program.

Example: “Your child’s safety is our priority. Did you know that you can be involved in our program planning process? Remember, being safe doesn’t hurt!”

Provide families with clear information about the safety protocols your organization follows to reassure them that their children’s safety is your organization’s #1 priority. Refer to the Accessibility Ontario Act for a comprehensive list of accessibility standards.

Example: “Safety is no accident! We conduct regular safety assessments, and all our staff are trained in first aid.“

Highlight your organization’s dedication to creating a positive, inclusive atmosphere where children are supported and encouraged to feel confident.

Example: “We’re committed to fostering an emotionally supportive environment for your child! Our programs contain inclusive activities that enable children of all abilities to participate.”

Individual Needs

Each child’s physical, cognitive, and sensory needs may impact their experience engaging in physical activity. Without proper adaptations, physical activity may be inaccessible for children with disabilities.

How can your organization help?

Provide clear and detailed information about your organization, staff, programming, and facilities so that families can feel confident knowing that the program they choose is best suited to their child’s needs, abilities, and interests.

Example: “Our program is designed to adapt to your child’s unique needs. To make your child’s experience more positive, please share any specific needs your child may have with us.”

Invite families to regularly provide input about their child’s experience to ensure programs meet their child’s needs.

Example: “We value your feedback! Let us know how your child is enjoying the program so that we can support them more effectively.”

Motivation

Lack of motivation acts as a major barrier to physical activity among some children with disabilities. If available options are not perceived as interesting or enjoyable, children may be unmotivated to participate.

How can your organization help?

Remind families that it’s normal for children to feel unmotivated and emphasize that their encouragement can help boost their child’s motivation. Here are some specific strategies your organization can share with families:

A: Promote the benefits of physical activity. Families can teach their children about the benefits of physical activity. Share information with families about the physical health and mental well-being benefits of physical activity. For more ideas on sharing information about the benefits of physical activity, read our third recommendation.

Example: “Did you know that regular physical activity can improve your child’s health and help them feel happier? Sharing these benefits with your child can help inspire them to get moving!”

B: Provide positive reinforcement. Families can regularly praise their children’s physical activity participation. Encourage families to celebrate their children’s achievements.

Example: “Your child’s efforts matter! Tell your child that you are proud of how hard they tried in their program. You can also celebrate your child’s progress by providing them with small rewards.”

C: Make physical activity enjoyable. Families play an important role in making physical activity fun for their children. Remind families to involve their children in selecting programs that they will enjoy.

Example: “Make movement fun! When registering for programs, review the options with your child and choose the ones that excite them the most.”

Maintaining regular communication with families is essential to ensure their children are motivated to participate in your organization’s program. Be sure to ask families the right questions to improve their child’s experience.

Example: “How is your child enjoying the program? Have you noticed any changes in your child’s motivation before and after each session? What can be improved to enhance your child’s motivation? We value your input!”

Social Inclusion

Feelings of isolation and exclusion can prevent physical activity participation among children with disabilities. This can happen when children lack support, or their peers display negative attitudes toward children with disabilities.

How can your organization help?

Educate families about their children’s risk of social exclusion in physical activity programs and provide strategies to support their child’s inclusion. Encourage open communication to identify any challenges their child may be facing.

Example: "Check in with your child and ask how they are feeling in the program. Open conversations about their experience can help ensure they feel included!"

Encourage families to motivate their children to engage with their peers during physical activity programs. Share information with families about the social benefits of physical activity and strategies to help their children participate in group activities.

Example: “Friendship first! To make your child’s experience even more rewarding, encourage participation in group games and introduce themselves to new friends.”

Provide families with information about your organization’s inclusive physical activity programs and highlight how they foster social inclusion. For more information read our second recommendation.

Example: “Our programs are designed to foster inclusion and provide a welcoming space for your child.”

Empower families to seek programs that promote their children’s social inclusion with strategies to effectively communicate their children’s needs to program providers.

Example: “Be an inclusion advocate! Tell us about your child’s needs and we can help you determine the program that is the best fit for them.”

Program Barriers

Program and Equipment Cost

The cost of adapted programs and specialized equipment is a barrier to physical activity participation for children and youth with disabilities. Families also experience difficulties finding information related to program costs and financial support.

How can your organization help?

Provide information about the costs associated with programs and ensure that this information is easy to find. If your organization offers financial support, make it known to families and ensure the application process is easy to navigate.

Example: “No hidden costs, just inclusive fun! We’re committed to transparency. Contact us for a full breakdown of program fees and financial options.”

Provide families of children and youth with disabilities with low- or no-cost physical activity suggestions.

Example: “Let’s get moving—affordably! We’ve compiled a list of fun, no-cost physical activities perfect for kids of all abilities. Visit page 16 of our existing PDF toolkit.”

Inform families about fundraising events, equipment “swaps”, and gently used equipment donations offered by your organization to help cut down costs. Consider curating a list of resources for families to seek financial support.

Example: “Save money and stay active! Check out our equipment swap program explore gently used adaptive equipment options. You can also find a list of financial aid organizations on our website.”

Competition

Families of children and youth with disabilities often express a need for more non-competitive programs that emphasize socialization and inclusion. Competitive environments can sometimes create unnecessary pressure or exclusion, making it difficult for children and youth with disabilities to fully participate and enjoy the experience.

To address this, organizations should diversify their programming by offering non-competitive activities that focus on fostering friendships, building confidence, and creating an inclusive space where every child feels welcome and valued.

How can your organization help?

Emphasize to families that activities in your organization’s program are focused on fun, skill-building, and social interaction rather than performance.

Example: “Physical activity doesn’t have to be a competition! Encourage your child to be active for fun and focus on other goals.”

Embed opportunities for teamwork and collaboration within activities, such as group problem-solving tasks.

Example: “Making friends has never been so fun! Teamwork and collaboration can help your child meet their physical activity goals!”

Allow children to join and participate at their own comfort level, without pressure to compete.

Example: “Come and play your way!”

Facility Barriers

Accessibility

Many facilities are not accessible, which can limit families’ willingness to enroll their children in physical activity programs.

How can your organization help?

Provide families with information about your facility’s accessible infrastructure and building design.

Example: “Our facility is accessible! We have ramps, elevators, adaptive equipment, and more, so that your child can participate fully.”

Inform families about transportation options offered by your organization that will enable their child to easily access your facility.

Example: “We are conveniently located at community centers near you, with multiple locations to choose from. Need help getting to our facility? We can help by providing transportation services.”

Invite families to tour your organization’s facility before registering their child in your program.

Example: “Unsure if our facility is right for your child? Contact us to schedule your personalized tour before enrolling.”

Safety

Facility safety, maintenance, and cleanliness are common concerns among families. Communicating with families about your facility’s safety can help build trust and promote their enrollment in programs.

How can your organization help?

Inform families about the measures your organization takes to ensure your facility is safe.

Example: “We know your child’s safety is top of mind, which is why our facility undergoes regular safety inspections, maintenance, and equipment checks.”

If your facility is undergoing construction, be transparent. Inform families about the timeline, areas affected, and measures in place to maintain safety during construction.

Example: “Our facility is currently under construction to better serve your family. We’ve installed safety barriers to ensure your child’s well-being during this time.”

Let families know about your organization’s sanitation protocols to give peace of mind that your facility is clean.

Example: “Healthy and active! Our facilities are cleaned daily, with high-touch areas and shared equipment sanitized after every use.”

Staff Barriers

Lack of Knowledgeable Staff

Families of children and youth with disabilities often express the lack of knowledgeable and trained staff as a significant barrier to their children’s participation in physical activity programs. They emphasize the importance of having staff who understand disability-related needs and can create inclusive, supportive environments for positive experiences.

How can your organization help?

Share staff qualifications and commitment to inclusion in readily available materials to reassure families you are prepared to support their child’s physical activity experiences.

Example: “Meet the team! Our knowledgeable staff can support positive physical activity experiences for your child.”

Communication with Families

Effective communication between families and staff is essential for creating a supportive environment for children and youth with disabilities. However, families often face challenges in sharing their children’s specific needs or concerns to staff. This lack of consistent communication can result in misunderstandings, unmet needs, or a sense of disconnect between families and staff, making it harder for children to fully benefit from the program.

How can your organization help?

For example:

  • Ask about child’s enjoyment or mood before and following the practice or lesson.
  • Is the child discussing teammates or peers positively or negatively?
  • Is the parent satisfied with the program and/or practices?
  • What can be improved upon to enhance the child’s experience?

Example: “Open communication is key to creating a positive experience for your child. Our team is here to listen, answer your questions, and work with you to ensure your child feels supported and included.”

References for Overall Evidence Base

Bassett-Gunter, R. L., Rhodes, R., Sweet, S., Tristani, L., & Soltani, Y. (2017). Parent support for children’s physical activity: A qualitative investigation of barriers and strategies. Research Quarterly for Exercise and Sport, 88(3), 282-292.

Bassett-Gunter, R. L., Ruscitti, R. J., Latimer-Cheung, A. E., & Fraser-Thomas, J. L. (2017). Targeted physical activity messages for parents of children with disabilities: A qualitative investigation of parents’ informational needs and preferences. Research in Developmental Disabilities, 64, 37–46.

Brunton, G., Harden, A., Rees, R., Kavanagh, J., Oliver, S., & Oakley, A. (2003). Children and physical activity: a systematic review of barriers and facilitators. In Database of Abstracts of Reviews of Effects (DARE): Quality-assessed Reviews [Internet]. Centre for Reviews and Dissemination (UK).

Davison, K. K. (2009). School performance, lack of facilities, and safety concerns: barriers to parents’ support of their children’s physical activity. American Journal of Health Promotion, 23(5), 315-319.

Dwyer, J., Needham, L., Simpson, J. R., & Shaver Heeney, E. (2008). Parents report intrapersonal, interpersonal, and environmental barriers to supporting healthy eating and physical activity among their preschoolers. Applied Physiology, Nutrition, and Metabolism, 33(2), 338-346.

Faulkner, G., White, L., Riazi, N., Latimer-Cheung, A. E., & Tremblay, M. S. (2016). Canadian 24-hour movement guidelines for the early years (0-4 years): Exploring the perceptions of stakeholders and end users regarding their acceptability, barriers to uptake, and dissemination. Applied Physiology, Nutrition and Metabolism, 41, S303–S310.

Jones, D. B. (2003). “Denied from a lot of places” barriers to participation in community recreation programs encountered by children with disabilities in Maine: Perspectives of parents. Leisure, 28(1–2), 49–69.

Martin Ginis, K. A., Ma, J. K., Latimer-Cheung, A. E., & Rimmer, J. H. (2016). A systematic review of review articles addressing factors related to physical activity participation among children and adults with physical disabilities, Health Psychology Review, 10(4), 478-494, DOI: 10.1080/17437199.2016.1198240.

Mulligan, H. F., Hale, L. A., Whitehead, L., & Baxter, G. D. (2012). Barriers to physical activity for people with long-term neurological conditions: A review study. Adapted Physical Activity Quarterly, 29, 243–265.

Rimmer, J. H., Riley, B., Wang, E., Rauworth, A., & Jurkowski, J. (2004). Physical activity participation among persons with disabilities: Barriers and facilitators. American Journal of Preventive Medicine, 26(5), 419–425.

Shield, N., Synott, A, J., & Barr, M. (2012). Perceived barriers and facilitators to physical activity for children with disability: a systematic review. British Journal of Sports Medicine, 46, 989-997.