Parent-Reported Motivators and Barriers to Participation in a Community-Based Intervention Designed for Children With Motor Skill Difficulties: A Qualitative Program Evaluation

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  • 1 Department of Kinesiology, University of Texas at Arlington, Arlington, TX, USA
  • | 2 School of Social Work, University of Texas at Arlington, Arlington, TX, USA
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Introduction: Parents play a critical role in their child’s participation in community-based intervention programs. Yet, their perspectives remain largely overlooked in the literature. This qualitative program evaluation used social cognitive theory to understand parents’ motivators and barriers to participation in a community-based intervention program designed for children with motor skill difficulties. Method: Parents (n = 15) of children with motor skill difficulties enrolled in a community-based intervention program participated in semistructured interviews. Results: Thematic analysis revealed six motivators (child needs, satisfaction, perceived impact, affordability, design, and program culture) and three perceived barriers (parent knowledge, access, and accommodations). Discussion: Parents’ motivators and barriers reflected a combination of personal and environmental factors consistent with social cognitive theory. This study revealed novel insight into program-related environmental motivators and barriers. Program leaders should consider ongoing evaluation and application of parental perspectives to optimize family participation and retention in community-based interventions.

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