Barriers to Implementing Physical Fitness Programs for Students with Disabilities: A Systematic Review

Abstract

Students with disabilities consistently demonstrate minimal participation in physical activity, despite well-established physical, cognitive, and emotional benefits. This systematic review examines the barriers to implementing physical fitness programmes for students with disabilities within educational surroundings. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, a total of 861 records were identified from Scopus and Web of Science. Eleven (11) studies met the inclusion criteria. Thematic synthesis identified three overarching themes: barriers to physical fitness programme implementation, the influence of physical, social, and institutional environments on participation, and effective strategies and interventions. The findings indicate that implementation is constrained by multiple factors such as inaccessible infrastructure, limited adapted resources, insufficient teacher training, and socioeconomic disadvantage. Contextual influences such as diagnostic categorisation, urban–rural disparities, and cultural perceptions were identified to affect the access to and effectiveness of physical fitness programmes. Nevertheless, several interventions demonstrated positive outcomes when implemented in encouraging environments. These include walking-based programmes, Daily Physical Activity toolkits, high-intensity interval training, and adaptive sports activities. Technology-supported approaches, such as supervision platforms and mobile tracking tools, were also reported to enhance motivation and individual engagement. Overall, the review highlights the need for equity-focused, multi-level strategies that align programme design with contextual realities and reduce systemic barriers. Collaboration among educators, families, and policymakers is essential to support the sustainable implementation of adaptive physical fitness programmes and to promote inclusive health outcomes for students with disabilities.