Examining Barriers, Enablers, and Teacher Support in Physical Activity Participation Among Learners with Special Needs

This explanatory sequential mixed-methods study examined the barriers and enablers of physical activity participation among learners with special education needs (LSEN) from the perspectives of teachers in a Philippine school division. In the quantitative phase, 16 teacher-respondents rated the extent of learner-related, teacher/instructional, school/environmental, and family/community-related barriers and enablers, and were compared across profile variables. Barriers were perceived at a uniformly high extent (M = 3.94), while enablers were rated even higher (M = 3.98). Years of teaching experience was the only profile variable associated with significant barrier differences, and four significant positive correlations linked specific barrier and enabler domains, most strongly at the school/environmental level. In the qualitative phase, nine teachers were interviewed to explain these results. Barriers converged on the major theme Multilevel, Interlocking Barriers to Physical Activity Participation, comprising Learner-Related Vulnerabilities and Regulation Needs, Teacher and Instructional Constraints, School and Environmental Inadequacy, and Family and Community Constraints. Enablers converged on Layered, Collaborative Support Systems That Enable Inclusive Participation, comprising Learner-Centered Instructional Adaptations, Collaborative and Human Support Structures, Relevant, Inclusive Curriculum and Policy Reform, Environmental Readiness and Resourcing, and Family and Community Partnership. Integrating both phases, the study developed the Physical Activity Participation among Learners with Special Education Needs Framework, linking environmental readiness, instructional and collaborative practice, curriculum and policy reform, and family and community partnership to sustained participation. Findings affirm that inclusive physical education for LSEN depends on interacting, rather than isolated, supports, offering educators, administrators, and policymakers an evidence-based basis for strengthening inclusive practice and policy.