Strengthening staff knowledge to support adults with disabilities in community fitness facilities

Abstract

Persistent health disparities among adults with disabilities are linked, in part, to limited disability-specific knowledge among community fitness staff, which creates a barrier to the consistent delivery of inclusive, evidence-informed wellness programming (Obrusnikova, Jadach, Cavalier, & Firkin, 2023; Rimmer & Vanderbom, 2016). In my role as co-founder of Endless Possibilities in the Community (EPIC), a 501(c)(3) nonprofit that partners with individuals with disabilities and community stakeholders to promote inclusive community fitness, I undertook this Educational Leadership Portfolio (ELP) with the specific goal of identifying, implementing, and evaluating an example of “good practice” in professional development training for EPIC’s fitness staff. The long term goal is to reduce health disparities among adults with disabilities by strengthening staff knowledge, self-efficacy, and instructional competence while increasing participant engagement in physical activity. ☐ This ELP study first identified the Empowerment Model (Moran, Block, & Taliaferro, 2014) as an example of a professional development framework for inclusive fitness. Building on that foundation, the study then implemented and evaluated the Strategies of Success (SOS) online instructional modules, designed to increase EPIC staff members’ knowledge in disability awareness and inclusive fitness practices within community fitness facilities (CFFs). Using a mixed-methods design, the study quantitatively assessed pre/post knowledge and self-efficacy of staff participants across four SOS modules (Addressing Challenging Behaviors, Planning Inclusive Programs, Modifying Instruction for Inclusiveness, Accessibility Considerations) and gathered qualitative feedback on application to practice through focus groups. Study participants demonstrated a mean knowledge gain of 22 points (scale of 0–100) on the four modules. Self-efficacy was examined as a complementary outcome and improved on average (0.5 on a 0–10 scale). Focus group data indicated that the modules were valuable for onboarding new staff, equipping them with foundational disability awareness and fitness-specific knowledge and strategies, while also providing experienced staff with a review and opportunities to expand their repertoire of inclusive instructional knowledge and practices. Focus group findings informed creation of a draft EPIC professional development policy, procedural guidelines, and a staff resource manual. The intent is to use these mechanisms to embed ongoing knowledge building into organizational routines and support sustainability. ☐ Taken together, the findings demonstrate that CFF staff training needs, such as those at EPIC, can be addressed through a research-informed professional development approach centered on knowledge acquisition, which may serve as a foundation to increase staff confidence and capacity in an effort to reduce persistent physical health disparities among adults with disabilities.