Tshitangano, T. G.Tshivhase, S. E.Mokwena, Tobias Johannes2025-10-152025-10-152025-09-05Mokwena, T.J. 2025. Assessment of Sport Participation for People with Disabilities at Universities in Limpopo Province. . .https://univendspace.univen.ac.za/handle/11602/2995SHPPPHDepartment of Public HealthBackground: Despite the notable progress that has been made in developing policies and putting structures in place to respond to the needs of people with disabilities in South Africa, people with disabilities are exposed to restrictive environments, discouraging them from participating in sports activities designed to promote a healthy lifestyle. These restrictive environments include architectural, societal, and personal barriers. The study aimed to assess, develop, and validate a sports participation program for people with disabilities at the rural universities in Limpopo Province. Methods: An exploratory sequential mixed methods design was conducted in three phases. Phase one of the study employed both qualitative and quantitative approaches. In Phase two, a meta-analysis was performed, along with the conceptualization and development of the intervention program using the health promotion model, BOEM, and SWOT analysis. Phase three employed the Delphi Technique to validate the developed intervention program. The study adopted purposive sampling and total population sampling techniques. Trustworthiness was ensured through measures of credibility, confirmability, transferability, and dependability. Qualitative data were collected through in-depth interviews with 16 students with disabilities, 10 disability unit staff, and 3 staff members from sports and recreation. Quantitative data were collected using structured self-administered questionnaires distributed to 164 participants, which included 150 students with disabilities, 10 disability staff, and 4 sports and recreation staff. The instrument’s reliability was established through a series of questions designed to assess sports participation guidelines for people with disabilities at selected rural-based universities in Limpopo Province. Ethical principles of informed consent, anonymity, privacy, confidentiality, and avoidance of harm were adhered to throughout the research process. Qualitative data were analysed through a thematic 6-step data analysis. Quantitative data were analysed using the Statistical Package for Social Sciences version 29.0. The study findings were conceptualised using the health promotion model and SWOT analysis. Results: The study findings were integrated, and the interpretation of the findings was discussed. Six themes emerged from the qualitative study findings: inclusion of students with disabilities to participate in sports activities; challenges discouraging students with disabilities from participating in sports activities; provision of conducive sports facilities; support from the rural-based universities in Limpopo Province; benefits of participating in sports, and strategies to encourage students with disabilities to participate in sports activities. These themes, developed from qualitative data analysis, were confirmed by the quantitative data findings. Specifically, 115 (76.7%) of the participants acknowledged the benefits of participating in sports activities. However, the study revealed that 111 (74%) participants experienced discrimination when attempting to participate in sports activities, and 92 (61.3%) experienced stigmatization when participating in sports activities. Additionally, the study indicated that sports facilities at the rural universities in Limpopo Province are not conducive for people with disabilities. A significant number of participants, 90 (60.0%), reported that there are no sports competitions for people with disabilities. Furthermore, 70.0% revealed that disability structures are not involved in planning adaptive sports activities. The study findings were presented to the disability support staff and the unit of Sports and Recreation staff at rural-based universities in Limpopo Province. The study findings informed the development of an intervention program, which consists of three components: personal factors, situational influences, and commitment to the plan of action. Stakeholders validated the designed intervention program, and the descriptive statistics were used to assess and summarize the data using tables, pie charts, and frequency distributions. The program is practical and can effectively address the challenges that discourage students with disabilities from participating in sports activities. Conclusion: People with disabilities experience several challenges that include architectural barriers, societal barriers, and personal barriers discouraging them from participating in sports activities designed to promote a healthy lifestyle. Recommendations: Universities should provide accessible and user-friendly sports facilities for students with disabilities and non-disabled students to promote a healthy lifestyle.1 online resource (xvi, 241 leaves): color illustrations, color mapsenUniversity of VendaAssessmentUCTDGuidelinesPeople with disabilitiesSports participationThesisMokwena TJ. Assessment of Sport Participation for People with Disabilities at Universities in Limpopo Province. []. , 2025 [cited yyyy month dd]. Available from:Mokwena, T. J. (2025). <i>Assessment of Sport Participation for People with Disabilities at Universities in Limpopo Province</i>. (). . Retrieved fromMokwena, Tobias Johannes. <i>"Assessment of Sport Participation for People with Disabilities at Universities in Limpopo Province."</i> ., , 2025.TY - Thesis AU - Mokwena, Tobias Johannes AB - Background: Despite the notable progress that has been made in developing policies and putting structures in place to respond to the needs of people with disabilities in South Africa, people with disabilities are exposed to restrictive environments, discouraging them from participating in sports activities designed to promote a healthy lifestyle. These restrictive environments include architectural, societal, and personal barriers. The study aimed to assess, develop, and validate a sports participation program for people with disabilities at the rural universities in Limpopo Province. Methods: An exploratory sequential mixed methods design was conducted in three phases. Phase one of the study employed both qualitative and quantitative approaches. In Phase two, a meta-analysis was performed, along with the conceptualization and development of the intervention program using the health promotion model, BOEM, and SWOT analysis. Phase three employed the Delphi Technique to validate the developed intervention program. The study adopted purposive sampling and total population sampling techniques. Trustworthiness was ensured through measures of credibility, confirmability, transferability, and dependability. Qualitative data were collected through in-depth interviews with 16 students with disabilities, 10 disability unit staff, and 3 staff members from sports and recreation. Quantitative data were collected using structured self-administered questionnaires distributed to 164 participants, which included 150 students with disabilities, 10 disability staff, and 4 sports and recreation staff. The instrument’s reliability was established through a series of questions designed to assess sports participation guidelines for people with disabilities at selected rural-based universities in Limpopo Province. Ethical principles of informed consent, anonymity, privacy, confidentiality, and avoidance of harm were adhered to throughout the research process. Qualitative data were analysed through a thematic 6-step data analysis. Quantitative data were analysed using the Statistical Package for Social Sciences version 29.0. The study findings were conceptualised using the health promotion model and SWOT analysis. Results: The study findings were integrated, and the interpretation of the findings was discussed. Six themes emerged from the qualitative study findings: inclusion of students with disabilities to participate in sports activities; challenges discouraging students with disabilities from participating in sports activities; provision of conducive sports facilities; support from the rural-based universities in Limpopo Province; benefits of participating in sports, and strategies to encourage students with disabilities to participate in sports activities. These themes, developed from qualitative data analysis, were confirmed by the quantitative data findings. Specifically, 115 (76.7%) of the participants acknowledged the benefits of participating in sports activities. However, the study revealed that 111 (74%) participants experienced discrimination when attempting to participate in sports activities, and 92 (61.3%) experienced stigmatization when participating in sports activities. Additionally, the study indicated that sports facilities at the rural universities in Limpopo Province are not conducive for people with disabilities. A significant number of participants, 90 (60.0%), reported that there are no sports competitions for people with disabilities. Furthermore, 70.0% revealed that disability structures are not involved in planning adaptive sports activities. The study findings were presented to the disability support staff and the unit of Sports and Recreation staff at rural-based universities in Limpopo Province. The study findings informed the development of an intervention program, which consists of three components: personal factors, situational influences, and commitment to the plan of action. Stakeholders validated the designed intervention program, and the descriptive statistics were used to assess and summarize the data using tables, pie charts, and frequency distributions. The program is practical and can effectively address the challenges that discourage students with disabilities from participating in sports activities. Conclusion: People with disabilities experience several challenges that include architectural barriers, societal barriers, and personal barriers discouraging them from participating in sports activities designed to promote a healthy lifestyle. Recommendations: Universities should provide accessible and user-friendly sports facilities for students with disabilities and non-disabled students to promote a healthy lifestyle. DA - 2025-09-05 DB - ResearchSpace DP - Univen KW - Assessment KW - Guidelines KW - People with disabilities KW - Sports participation LK - https://univendspace.univen.ac.za PY - 2025 T1 - Assessment of Sport Participation for People with Disabilities at Universities in Limpopo Province TI - Assessment of Sport Participation for People with Disabilities at Universities in Limpopo Province UR - ER -