Differences in participation across physical activity contexts between adolescents with and without disability over three years: a self-determination theory perspective

Purpose Meaningful participation is related to satisfaction of the psychological needs of competence, autonomy, and relatedness within Self-determination theory. The purpose of this study is to explore whether need satisfaction in physical education (PE), organized sport, and self-organized physical activity (PA) among adolescents with disability differs in relation to their peers without disabilities over a three-year period. Methods Participants were students of secondary or upper secondary school (T1: N = 2979), reporting either having a disability (n = 328) or not (n = 2651). The psychological needs were measured in the three PA contexts over three time-points. Differences between groups were assessed with t-tests and Cohen's d. Results Adolescents with disability reported: in PE, lower need satisfaction across all three time-points; in organized sport, lower levels on all needs at T1, and lower levels of autonomy and relatedness at T2; in self-organized PA, no differences between the groups across all three time points, except for lower autonomy at T2. Conclusions The findings indicate that adolescents with disabilities are particularly vulnerable to reduced participation in PE and partly in organized sport. Rehabilitation institutions should collaborate closely with stakeholders in PA (e.g., PE teachers and coaches) in adolescents' municipalities to transfer knowledge about nurturing psychological needs in PA.