Background:Physical activity (PA) is widely accepted as being beneficial to the health of a person and has been used to boost cardiovascular functioning, rehabilitation from an injury
or a disability and management of chronic diseases. The benefits can be enjoyed by persons across all ages, with or without disability. Among children and young people more so those with disability,
PA participation is thought to be related to the optimal development and functioning of many physical, physiological, social and psychological processes. It is also widely believed that regular
physical activity participation in childhood and adolescence may facilitate participation in an active lifestyle in adulthood, and that physical activity in childhood and adolescence may help to
reduce the risk of chronic diseases in adulthood. Review of literature reveals that even with the documented benefit of PA, there is a decline of PA as children progress from childhood to adolescent
with more decline for adolescents with disabilities. Effective intervention strategies aimed at increasing participation in PA depends on a good understanding of factors that influence participation.
The study therefore aimed at investigating PA participation and its determinants among school going adolescents with disabilities.
Methods:The study used descriptive survey research design to seek information on the current PA participation status and determinants of participation for adolescents with
disabilities. Through stratified random sampling, 200 learners (130 boys and 70 girls) were selected from special and integrated primary and secondary school in Kakamega County, Kenya. Their ages
ranged from 14 and 24 years (M=18; SD 11.1). For Validity 50 games teachers were surveyed and data collected through semi-structured questionnaire for students and teachers to determine individual and
environmental (social and physical) factors that influence participation. Multiple Regression was used to analyze the determinants.
Results:The results showed that 64% of the adolescents with disabilities did not meet the WHO recommendation of ‘at least 60 minutes of moderate to vigorous-intensity physical
activity daily’; girls reported lower levels than boys. Adolescents with hearing impairment were the most active with 43%, physically handicapped 35.2% and visually impaired 21%.Most adolescents
engaged in PA during games time (officially scheduled in the curriculum). From the study, barriers to participation in PA as perceived by the adolescents included uneven playground, inadequate and
inappropriate equipment, cultural beliefs, little support from family/teachers and fear to get hurt. The teachers cited lack of proper training in adapting activities for the leaners as an additional
barrier. Factors that facilitated participation were; self-confidence, availability of time ,making new friends and having fun.
Conclusions:To achieve higher participation, the findings highlighted that there is need to improve school environment by adapting facilities, train teachers and care givers on how to
adapt programs and provide for more structured, disability specific competitive sports.