Primary and secondary barriers to physically active healthy lifestyles for adults with learning disabilities.

PURPOSE: Evidence shows that those with a learning disability are typically amongst the most inactive and sedentary members of the population, yet few studies have focused on the determinants of physical activity. The aim of the present study was to establish whether a group of 24 adults with mild and moderate learning disabilities receive adequate support to be able to make choices to lead a physically active lifestyle. METHOD: A descriptive study was used based on interviews with 24 adults with learning disabilities (mean age of 34 years) triangulated by day time and residential care workers. Participants volunteered from two residential homes and one social education centre (SEC) in a city in the North of England. RESULTS: The participants face a set of primary barriers that prevent them from having a choice to adopt the Department of Health's recommendations for physical activity. Identified barriers included: unclear policy guidelines in residential and day service provision together with resourcing, transport and staffing constraints; participant income and expenditure; and limited options for physically active community leisure. CONCLUSIONS: These are barriers that are widely acknowledged and understood by day and residential staff and participants in the study, but are arguably poorly understood by policy makers, health promotion agencies, commissioners and providers of learning disability services. The current lack of resources and inadequately specified responsibilities associated with community care deny many people with learning disabilities real choices to live a physically active healthy lifestyle.

Daily physical activity in adults with mild and moderate learning disabilities: is there enough?

PURPOSE: Whilst the health benefits associated with regular physical activity are well known, little objective evidence exists regarding the activity profiles of adults with mild and moderate learning disabilities. The aims of the present study were to establish 7 day physical activity profiles for 24 adults with mild and moderate learning disabilities and to compare them with the general population and current Department of Health recommendations for physical activity. METHOD: A descriptive study was used, based on interviews with 24 adults with learning disabilities (mean age 34 years) triangulated by daytime and residential care workers. Participants volunteered from two residential homes and one social education centre (SEC) in a city in the North of England. RESULTS: The physical activity profiles show that the participants led sedentary lifestyles that were more exaggerated than those of the general population. Twenty-two participants (93%) performed significantly less than the minimum daily levels of physical activity recommended by the Department of Health. CONCLUSIONS: Few adults with learning disabilities can choose to walk to work, go for a run or visit the local swimming pool without adequate support. This study suggests that there may not be enough moderate or vigorous physical activity choices available in day and residential care settings to empower adults with mild and moderate learning disabilities to meet the minimum recommendations of the Department of Health. Hence some people with learning disabilities have no alternatives to a sedentary lifestyle and the health risks associated with physical inactivity.

Pets as social facilitators.

Pets not only interact directly with people but, through their presence alone, may also modify the social behavior between two or more people. Examples of this latter effect are offered from the literature on pet-facilitated therapy, pets and children, and pets in the community. An attempt is made to develop a theoretical framework to explain this phenomenon.

Social interaction and blood pressure. Influence of animal companions.

The effect of the presence of a friendly animal on children's blood pressures and heart rates while resting and their cardiovascular responses to verbalization were examined. The presence of the dog resulted in lower blood pressures both while the children (N = 38) were resting and while they were reading. The effect of the presence of the dog was greater when the dog was present initially than when it was introduced in the second half of the experiment. We speculate that the animal causes the children to modify their perceptions of the experimental situation and the experimenter by making both less threatening and more friendly. This study provides insight into the use of pets as adjuncts in psychotherapy.