We’re Moving Online: Lessons Learned During the COVID-19 Pandemic to Support Adaptive Leisure Time Physical Activity in the Virtual Environment

Abstract

Throughout the COVID-19 pandemic, people with disabilities were particularly inactive and online programs offered new opportunities for their engagement in leisure time physical activity (LTPA). However, research regarding how virtual adaptive LTPA programs were developed and delivered is limited. This case study examined the staff perceptions of developing and delivering virtual adaptive LTPA for people with disabilities to better understand the barriers and facilitators organizations experienced during its implementation. Five semi-structured interviews conducted with staff of a community-based organization specializing in adaptive LTPA explored the process of transitioning to a virtual format, challenges and facilitators, and lessons learned. Interviews were analyzed using inductive content analysis and organized around three themes. Systematic development of virtual programs suggested that supporting the organization, staff and members facilitates virtual adaptive LTPA. Creativity and resourcefulness in delivering programs highlighted the importance of flexible management and using staff skills. Effects of transitioning to virtual programming emphasized positive impacts of virtual LTPA such as connectedness, health benefits, and expanded organizational reach. The results of this study emphasize the benefits of virtual adaptive LTPA and highlight key management factors that organizations can use to provide virtual opportunities for adaptive LTPA for people with disabilities.

1. Introduction

The COVID-19 pandemic became a public health crisis beginning in early 2020. In response, mitigation strategies such as restriction of in-person activities and physical distancing, were implemented worldwide. While these strategies addressed virus transmission and exposure, there were also unintended health consequences including negative effects on mental health and wellbeing, more sedentary behavior, and lack of access to health services [1]. These effects were exacerbated among people with disabilities, who reported negative impacts on mental health [2,3], physical activity [4,5], and access to healthcare [6] during the pandemic. Engaging in health promoting behaviors that may positively affect these outcomes, such as physical activity, was therefore of vital importance during this time [7].

Leisure time physical activity (LTPA), which describes physical activity such as sport, exercise, and recreation that occurs outside of activities of daily living [8], has well-documented benefits for people with disabilities. However, people with disabilities often face significant barriers to accessing physical activity opportunities such as lack of adaptive equipment, staff training, and transportation. Organizations offering adaptive LTPA aim to address some of these barriers through their programming. For example, their programs may provide LPTA activities with specialized or adaptive equipment and with knowledgeable staff in disability inclusion [9,10]. Many of these programs rely on in-person programming to allow for individualized adaptations and sharing of costly adaptive equipment. However, during the COVID-19 pandemic, organizations faced restrictions as to how they could provide LTPA for people with disabilities. Organizations offering adaptive LTPA had to find alternative methods to keep people with disabilities active.

Home-based exercise was one way to safely participate in physical activity [11] while being mindful of social distancing and other restrictions to in-person activities. Using digital technologies for home-based LTPA became more common during the COVID-19 pandemic and took various forms such as asynchronous training programs, mobile applications, synchronous online coaching, on demand video, live streaming, and using video conferencing [11]. Though virtual LTPA has the potential to reduce certain barriers to physical activity for people with disabilities (i.e., cost, transportation, and inaccessible fitness environments [12]), many virtual LTPA programs targeted people without disabilities and were inaccessible for people with disabilities [13]. To our knowledge, programs targeting people with disabilities were mainly offered through healthcare (i.e., related to physical therapy or rehabilitation) and little was available for community-based LTPA programs for people with disabilities.

While some research has identified initial steps to implementing physical activity programs online in response to the pandemic for the general population, older adults [14], or for adaptive sport [12], research was and still is limited on virtual programming for adaptive LTPA. Virtual programming comes with a different set of challenges and needs than in person programming, such as addressing web accessibility [13] and programs may not consider the adaptations and modifications needed for quality participation for people with disabilities. Research on how community-based organizations and their staff members navigate these challenges to provide adaptive virtual LTPA programs that meet the needs of people with disabilities is limited. More research is needed to understand the complex process for development and delivery of virtual adaptive LTPA and organizational considerations for successful virtual programming that meets the physical activity needs of people with disabilities. The purpose of this case study is to explore the experience of one community organization as it implemented virtual adaptive LTPA programming during the COVID-19 pandemic from the perspective of staff members. In doing so, we can better understand the strategies a community-based organization can use to continue to meet the needs of people with disabilities outside of typical, in-person program delivery, which will likely continue beyond the scope of COVID-19 and could broaden the scope of LTPA offerings for people with disabilities.

2. Method

2.1. Study Design

This exploratory qualitative study sought to understand the experiences of staff members from a community-based organization providing adaptive leisure opportunities for people with disabilities as they transitioned from in-person to virtual adaptive LTPA during the COVID-19 pandemic. The study described in this paper was part of a two-phase mixed-methods study. The larger study also included the perspective of individuals with disabilities regarding their participation in virtual LTPA programming provided by the organization (results published elsewhere [15]). The phase of the study described in this analysis focuses on the organization and its staff examining the strategies used to adapt and deliver virtual programs. The objectives of this phase were to better understand the process of how the organization transitioned its in-person adaptive LTPA programming to be delivered online, the factors that impacted this transition process, and the experience of the staff in creating and delivering online programs. This study was approved by the university research ethics board (#2020-1128).

2.2. Context of the Study

This study focused on Adaptive Adventures (AA), a community-based organization which provides opportunities for adaptive LTPA for participants with disabilities across multiple regions of the United States (US). Outside of the context of the COVID-19 pandemic, this organization offers in-person programming for people with disabilities across the US. Typical in-person programming includes camps, regularly scheduled programs, and clinics focusing on fitness, cycling, climbing, watersports, and alpine sports. For each program, AA transports adaptive equipment to the program location for participants to use, so that each participant has access to the equipment needed to take part in the activities. For example, while hosting adaptive cycling programs, AA brings a trailer with different types of handcycles and tandem bicycles. For adaptive alpine skiing, equipment is provided, such as sit-skis or outriggers, to assist with balance. This helps to address the cost and transportation of adaptive equipment, which can act as barriers to participation in LTPA for people with mobility limitations. At the time of the pandemic, the organization’s primary program sites were in two states in different regions of the US, each of which implemented measures to limit the spread of COVID-19, such as social distancing, lockdowns, and the cancellation of in-person gatherings. At the beginning of pandemic restrictions (March 2020), to keep participants active, healthy, and engaged, AA began to offer programming to its participants virtually using a video conferencing platform. Virtual adaptive LTPA programming offered included regularly scheduled classes that were centered around an activity type (e.g., cycling, yoga, Dragonboat), limited series (e.g., health information, skill building) and one-time events or challenges. This organization offered a unique perspective as they were among the first in the US to transition to real-time virtual adaptive LTPA using video conferencing software. Lessons learned from the experiences of this organization’s transition to the virtual environment help to identify strategies to support expanding LTPA offerings for people with disabilities to include virtual programming.

2.3. Participants

Eligible participants included staff members who were 18 years of age or older, employed by AA, and had participated in the development and delivery of virtual adaptive LTPA programming. Participants were invited to participate in an interview via email through the organization’s executive director. The interested participant contacted the second author who shared an information sheet with them. At the start of the interview, oral consent was obtained.

2.4. Data Collection

Between September and October 2020, semi-structured interviews were conducted with a purposive sample of 5 staff members (representing approximately 63% of staff available for interviews). The interviewer (second author) was a female researcher with expertise in adaptive leisure and qualitative research who had previously been involved with AA as a volunteer. Interviews lasted approximately one hour and were conducted using video conferencing software. The interviews were video and audio recorded, and transcribed verbatim. The interview guide focused on the staff experience with developing and instructing virtual LTPA, lessons learned, perceived challenges and benefits of the transition process from in-person to virtual programming, and the future of virtual adaptive LTPA (see Supplemental File S1 for interview guide). Demographic data was collected at the end of the interview. The interviewer introduced herself as a volunteer with the organization and a researcher interested in LTPA programming management. She had no previous relationship with the staff members who were interviewed; however, one staff member had been involved in coordinating the interviewer’s work as a volunteer in one season of the ski program. The interviewer practiced reflexivity throughout data collection and analysis to ensure trustworthiness of the data.

2.5. Data Analysis

Interview transcripts were analyzed using inductive content analysis [16]. Initial coding was completed by two independent coders, including the first author, a postdoctoral researcher with expertise in disability and health research and no prior relationship to the organization, and the second author. During the iterative coding process, the coders generated a list of final codes and applied these codes to each interview. The final codes were organized into themes and subthemes. Procedures were followed to ensure quality of the data, such as using an iterative coding process with frequent discussion between the coders, ensuring credibility by continued referral to original transcripts, and addressing positionality and reflexivity through notetaking as data was collected and analyzed [17].

3. Results

The 5 participants were mostly male (60%) and had been working for AA for an average of 11.2 years (range = 3–30 years). Participants represented staff at multiple levels of the organization, including program staff and organizational leadership. One participant reported having a disability.

We identified three main themes from the analysis: (1) A structured approach facilitated the development and delivery of virtual programming; (2) Creativity and resourcefulness allowed the organization to meet its goals and deliverables and (3) The staff perceived that participation in virtual programming impacted members, staff, and the organization. An overview of themes and subthemes is summarized in

Table 1. Themes and subthemes identified across the staff narratives (n = 5).

Theme	Subtheme
Structured Approach Facilitated Development and Delivery of Virtual Programs	Preparation before the pandemic allowed the organization to begin quickly
	Creation of programs was systematic and structured
Creativity and Resourcefulness Allowed the Organization to Meet its Goals and Deliverables	Utilizing staff skills and experiences
	Learning to Navigate the Virtual Space
	Expanding the Organization’s Mission
Virtual Programming Impacted All Stakeholders	Perceived Impact on Participant Health and Access to Virtual LTPA
	Promoted Staff Connection and Professional Growth
	Expanded Organizational Opportunities

. Results are then presented by theme and subtheme and with representative quotes presented within

Table 2. Representative quotes for the theme, A Structured Approach Facilitated Development and Delivery of Virtual Programs.

Subtheme	Representative Quotes
Preparation Before the Pandemic Allowed the Organization to Begin Quickly	“… There was a little bit of discussion on, you know… not really much in January, little more in February, of, you know, “What could we do?” We’ve been running Zoom staff meetings for over year. And we’ve been doing Google Hangouts before that. And so most of our staff were pretty in tune to this type of program, being able to meet like this. And, you know, it was pretty evident to us that there were certain things that we could do in a Zoom format should we have to do something”.
Creation of Programs was Systematic and Structured	“And so we had a staff meeting, talked over… we had like basic templates for everybody of what they should do to plan the program, what considerations they should make, how it should be presented online…”.
	Describing the decision process for identifying programs the organization could run virtually: “But [the organization] let [the staff] all put it out there and then we kind of went through it and just decided, like, what do we feel comfortable with? Who feels comfortable with what? And kind of make those decisions”.
	Discussing program evolution through participant feedback: “And I think it also, what online offers, is quicker feedback. So I can see it in real time and then tell you modifications, questions, anything answered quicker […]”.

,

Table 3. Representative quotes for the theme, Creativity and Resourcefulness Allowed the Organization to Continue to Meet Goals and Deliverables.

Subtheme	Representative Quotes
Utilizing Staff Skills and Experiences	“But it’s been really cool to see how creative [the] staff has gotten. Like, two of [the] staff live together, so they do like different camera views, and like, you know, they get really creative on how they present the program”.
	“paddle sports is one of the hardest things to recreate. You can do it online if you get really creative …”
Learning to Navigate the Virtual Space	“… it was challenging at first because we wanted to make sure that we were inclusive in the way that we delivered it, that we knew how to run the technology, that we, you know, had technology that was accessible to everybody that they could understand how to use”
	“… we pretty much directly went into having two staff on every Zoom call so that one person could be behind the scenes if somebody needed to be let in or somebody had a question and they were emailing frantically trying to get in. Somebody could help while that person was still conducting the class”.
	“that was a challenge at the beginning, where, you know, we had all these different abilities going on, and like managing that. And that’s where that moderator piece became like so crucial”
Expanding the Organization’s Mission	“… in the past, our mindset was always like ‘We do cycling, climbing, kayaking, and like, that’s it.’ But now, we did try to incorporate … like we did some nutrition classes, and those were taught by one of our board members. We did some cooking classes, and that was taught by one of our disabled veterans. … We kind of took like a whole life, whole health approach because they had time to focus on their health”
	Decribing using resources to supply equipment to participants: “we’ve added equipment. Like we started a class where we send people resistance bands for free”
	Aligning the programs with the organization’s mission but using a different approach: “We made sure that it was really, truly active and it related…they’re not doing paddle sports in it, but it all is working towards, you know, strength and fitness for paddle sports”

and

Table 4. Representative quotes for the theme, Virtual Programming Impacted All Stakeholders.

Subtheme	Representative Quotes
Perceived Impact on Participant Health and Access to Virtual LTPA	Describing virtual programs creating space for connection to others: “It was like five hours after the event ended, and they were still on there talking and they were talking about like monitoring their heart rate, … I’m like this would never happen in a regular program”.
	Considering how virtual programs addressed barriers to in-person participation: “definitely for people who have troubles getting out of their house or like, going to an in-person program can be an entire day or week experience … online, you can just wake up and you’re in your house, and you can get a good workout. You can have community. You can see other people. And I think that’s a really, really huge benefit”.
	“Resoundingly, one of the biggest things that I have heard is just, you know, people experiencing physical effects…And then, the other thing is the socialization piece, definitely. The socialization piece for sure. The mental health piece I know was a big piece for the veterans that we worked with”.
Promoted Staff Connection and Professional Growth	“I think because we were always so divided by geography, it was the first time that I think allowed our staff to see what our strengths are and support one another”.
Expanded Organizational Opportunities	“… we were so recognized for being so on top of it at the beginning that we were invited to speak at a bunch of different virtual conferences. And so when we spoke at those different virtual conferences, it opened up a huge network to us for the future”

.

3.1. A Structured Approach Facilitated Development and Delivery of Virtual Programs

This theme focused on how online programs were conceptualized and developed by using strategies at the organizational and the staff level (see Table 2). From the outset, AA used a systematic and structured approach which helped guide staff as they worked to create and run virtual programs. This structure also influenced programming decisions made throughout the pandemic and as the virtual LTPA programming evolved.

3.1.1. Preparing Before the Pandemic Allowed the Organization to Transition Quickly

AA started virtual LTPA programming early in the pandemic to ensure that there was no gap in the provision of programs. Early in 2020, as it became clear that the pandemic was beginning to affect organizational operations both internationally and in other parts of the country, the organization started planning for the possibility of a staff member becoming sick or for restrictions that might limit the programs in-person offering. Experience using virtual platforms internally and their movement online so early during the pandemic meant that AA was a leader in providing this type of programming (see Table 2). This quick transition allowed them to offer programs rapidly to their members. However, it also presented a challenge in that there were few other organizations to learn from. They later shared what they learned from their process with other organizations, who were not able to start the transition as quickly.

3.1.2. Creating Programs Systematically

The organization created a process for staff to propose virtual programming using a template for staff to develop and deliver programs. The staff was also able to suggest new programs or activities and collectively discussed which ideas would be the best fit for AA’s mission and goals. Within this structure, the organization was strategic about which programs they decided to run and continued to provide guidance for staff to use to propose and organized their virtual programs (see Table 2).

Programs also evolved over time through trial and error and the incorporation of participants’ feedback. Some staff members noted that immediate, real-time feedback could be incorporated quickly into programming which was seen as an advantage of a virtual format. This real time feedback allowed staff to quickly identify what was engaging participants and what could improve the program’s delivery.

3.2. Creativity and Resourcefulness Allowed the Organization to Meet Its Goals and Deliverables

The theme of creativity and resourcefulness focused on the processes surrounding how virtual LTPA programs were delivered, managed, and sustained both at the organizational and staff levels. With the overall goal of virtual programming being to keep people with disabilities active and engaged, the organization was challenged to effectively use and navigate the unique virtual environment as the staff had varying levels of familiarity with virtual LTPA. This creativity and resourcefulness were important facilitators for running the virtual programs (See Table 3 for quotes).

3.2.1. Utilizing Staff Skills and Experiences

The virtual format lent itself to different types of programming that were not typically offered by the organization, like yoga and informational sessions. Individuals connected with AA (including staff, volunteers, and board members) already had the skills to lead these different types of programs, allowing the organization to diversify their program offerings. The leadership of AA really recognized and utilized their unique skill sets, even some that were not fully used before. The interviewees also thought about how to use their resources and skills to present programs in different ways to offer various types of interaction between the staff and the members. One of the staff members in a leadership position observed their staff members learning from each other and trying out ways to creatively present their programming (see Table 3). The staff remained flexible and willing to adapt throughout the development of programming and as it evolved over time.

Staff identified ways to create accessible, engaging program activities for a wide range of participants with varying disability types. While it was challenging initially to figure out how to translate outdoor activities indoors, staff considered how to connect different movements or workouts to the activities they usually offer in person. For example, training focused on arm motions that used muscles and mimicked movements that could be applied to rock climbing. Using readily available equipment, for instance, using a broom handle as a “paddle”, helped to incorporate movements that would translate to their typical outdoor programs. Though the organization and staff were creative in identifying what could be done in a virtual environment, the staff noted that there were limitations to what activities could be performed virtually. For instance, one staff member said that with paddle sports in a virtual environment, the “mystery” of the natural environment could not be recreated (see Table 3).

3.2.2. Learning to Navigate the Virtual Space

Staff also had to learn how to effectively navigate the virtual space, a complex environment that required the use of new skills, teamwork, and creativity in delivering programs. There was a learning curve to using and managing technology. One staff member noted the challenge of ensuring the technology and the program delivery was maintaining inclusivity and accessibility for the variety of participants they served. Over time and with trial and error, as some participants encountered difficulties with the technology, staff identified the best system for registering participants and hosting programs. One strategy that helped with this was consistency in programs schedules and in processes across programs (e.g., registration).

An important strategy implemented by AA was team teaching. Using this approach, one staff member led the program, and a second staff member managed the technology and the participants, acting as a moderator to help address questions or needs without interrupting the program. This strategy was used early in the process as they quickly learned that trying to manage both the class and the technology was difficult for one person (see Table 3). The moderator also helped with any individualized modifications that were necessary to ensure participants with disabilities could engage optimally in the virtual programming. Staff also expressed that serving as a moderator provided the opportunity to learn from other staff members.

Team teaching also addressed the challenge of maintaining participant engagement as the staff members were working with a variety of participants with different disabilities at the same time in one virtual program. During in-person programming, individualized adaptations of activities are common and access to various specialized adaptive equipment contributes to an inclusive LTPA experience. This was much more difficult in a virtual environment. Staff talked about how they tried to engage participants only to the level they wanted to be engaged, meaning that staff had to balance encouraging interaction and encouraging participants to challenge themselves while respecting participant ability, access to equipment, privacy, and level of comfort with virtual activities.

3.2.3. Expanding the Organization’s Mission

Through the transition to online, AA also expanded its mission. While staying within the general organization’s mission of keeping people with disabilities active and aiming to still meet grant deliverables, the approach had to change as the organization typically met its goals through in-person outdoor activities. Engaging their network of volunteers and board members, the programming was expanded to a more “whole health approach” including new program areas like nutrition and yoga (see Table 3). Throughout these changes, AA sought to maintain the organizational goal of creating community around LTPA.

Moreover, for some activities, AA creatively used financial resources to provide equipment to participants in their home. This was seen as an important facilitator for virtual programming that addresses the need for adaptive equipment. For example, AA sent resistance bands free of charge to use during specific programs. This equipment also provided additional incentive for people to participate in the program. Other funding sources allowed for the organization to purchase and distribute more substantial equipment to certain populations, such as handcycle trainers for veterans with disabilities. Resources were also used to make sure the organization and the staff were equipped to run quality programming with equipment such as wireless headphones, cameras, and lighting. Justifying the use of funding in a manner different than normal required multiple conversations with funding agencies and it was sometimes challenging to get approval.

AA was also able to reallocate staff time that was usually taken up with traveling to in-person program sites to allow their instructors to participate in growth opportunities (e.g., completing training for the Certified Inclusive Fitness Trainer [18]) and develop materials they could continue to use beyond the pandemic.

3.3. Virtual Programming Impacted All Stakeholders

As staff answered questions related to the development and delivery of virtual programs, they often discussed the impact that transitioning to online programs had on the various stakeholders involved, including the members with disabilities participating in the activities, the staff themselves, and the organization. It became clear that the virtual programming had more benefits than the staff may have originally anticipated.

3.3.1. Perceived Impact on Participant Health and Access to Virtual LTPA

The staff perceived an overall positive impact of the virtual programming for the members with disabilities. Not only did virtual programming provide the physical benefits of continued participation in physical activity, but it also created a sense of belonging and opportunities for socialization. Staff members commented that some participants would stay after the official program was over in an open zoom room for hours chatting, sometimes related to physical activity and sometimes not. This was a unique aspect of virtual programs that would not have been possible during in-person programming (see Table 4). Observing these positive impacts contributed to staff motivation for continuing to offer virtual adaptive LTPA programming.

Another benefit to virtual adaptive LTPA was that it reduced the barriers typically experienced by individuals with disabilities for in-person participation. Virtual adaptive LTPA addressed barriers related to transportation and geographic availability of programming. While the virtual environment presented some barriers the staff needed to address related to technology and access to stable internet, virtual programming broadened access to those who may have had difficulty attending in-person events.

3.3.2. Promoted Staff Connection and Professional Growth

The impact on the staff revolved around connectedness and growth. The organization has multiple locations across the US, which limited how frequently the staff members were able to interact. Being forced to communicate virtually brought staff members closer together. Multiple staff members noted the benefits of being able to observe other staff members who were leading virtual programming and seeing how others presented their programs and engaged participants (see Table 4).

Staff were also encouraged to grow their skill sets through professional certifications (as discussed in the theme, Creativity and Resourcefulness Allowed the Organization to Meet its Goals and Deliverables), but also in learning to work with participants virtually. However, at times, the staff struggled with perceiving a lack of connection with participants when compared to in person programming. Navigating challenges of participant engagement online pushed staff members to explore new ways to connect and communicate with participants. For instance, because it was more difficult to show certain exercises virtually, staff members had to learn to talk through exercises and explain them differently than they typically would in person. These challenges created opportunities for staff to explore and practice different methods of engagement and teaching.

3.3.3. Expanded Organizational Opportunities

Most staff also identified an impact on the organization itself. As previously discussed, AA was able to offer a wider range of programming. They were also able to expand their reach, both nationally and internationally. People who were not able to attend in-person programming, either because geographically AA was unable to serve their area or because of other participation barriers, could now be a part of the programs from home.

Other organizational opportunities included networking with other organizations related to adaptive LTPA. Due to the speed with which AA transitioned to virtual programs, they were invited to speak at virtual conferences, broadening their potential network of collaborators (see Table 4). Prior to the pandemic, there were limited collaborative efforts across organizations providing LTPA for people with disabilities. Through these new connections, AA was also able to share tools and resources as well as brainstorm for future funding opportunities and collaborations.

According to the staff, the organization also faced challenges. There was a lack of focus on publicizing their programs and they did not sufficiently market the virtual adaptive LTPA programs. With better marketing, the reach of these virtual programs may have been larger and may have impacted more individuals. Moreover, after the initial increase in reach across the country, it was difficult to maintain engagement of some participants that typically attended in-person activities. As the organization transitions back to in-person programming, more decisions will have to be made regarding the capacity for continued virtual or hybrid programming.

3.3.4. Future of Virtual LTPA

The staff saw the potential of incorporating virtual or hybrid programming into AA’s future offerings, especially as a method for offering programs when there is inclement weather or during the cold winter months. Hybrid programming might also allow participation in the same program for both in-person and virtual participants. Staff also noted that introducing new activities virtually could be less intimidating for participants. This sparked ideas of using the virtual environment prior to in-person events in the future to introduce participants to an activity or to first meet each participant and prepare them for their participation. For instance, meeting virtually could help them better understand activity or equipment adaptations that will support in-person participation. When considering the feasibility of hybrid or continued virtual programming, staff noted that there may be challenges related to staff capacity as they travel for in-person programs.

4. Discussion

The COVID-19 pandemic raised the question of how to keep people with disabilities active as mitigating strategies limited opportunities for in-person LTPA. The purpose of this study was to explore the staff’s experience and organizational strategies used by a community-based organization who offered virtual adaptive LTPA. Overall, our findings indicate that, despite some challenges, virtual LTPA could successfully be offered to participants with disabilities. The staff members indicated that the transition (1) was facilitated by using a structured approach, (2) was developed and maintained through creativity and resourcefulness of the organization and staff, and (3) had an impact on the members with disabilities, staff, and organization.

The approach used for program development was systematic, characterized by intentional decision-making, and engaged staff in the process. This reflected aspects previously used in creating other virtual adaptive sports programs, such as identifying programs with fewer equipment needs and could be translated to virtual environment [12]. The organization in our study noted that translating programs to the virtual environment was more difficult for some of the outdoor activities it typically offered. However, through an experienced and creative staff, AA was able to translate many movements of outdoor recreation activities to different types of workouts in the virtual environment, which can still be used as an alternative to in person programming. Similar to the current study, previous work employed the strategy of using two staff members for each program [12]. Like AA, one staff member focused on the program content and one focused on duties of hosting the class (i.e., managing technology, participant questions). Our findings suggest that the strategy of team teaching could be used to ensure participants remain engaged while also addressing the individualized adaptations some participants with disabilities may require.

Our results indicate that the organizational strategies used aligned with components previously identified to foster quality participation in adaptive LTPA, including considerations for the physical environment, the activities, and the social environment [19,20,21]. In the physical environment, AA supported access to adaptive equipment and brought the LTPA to the participants in their homes. Within the activities themselves, the organization offered diverse programs, addressed cost by offering the programs free of charge to most participants, identified ways to challenge participants, and prioritized inclusion within the activities. Finally, in the social environment, skilled and experienced instructors developed and delivered the programs and engagement with the group was encouraged (even after the scheduled activity was complete). Though, at times, the staff felt it was more difficult to connect with participants virtually as compared to in-person, the participants did not necessarily feel the same [15]. This may explain the generally positive impacts the staff perceived in the participant experience with virtual adaptive LTPA.

The staff were critical to both creating and running virtual LTPA, which reflects previous research highlighting the importance of the staff for a positive LTPA experience both in in-person [20] and virtual programming [15]. Knowledgeable and experienced program instructors create a more welcoming social environment for physical activity [22]. The same holds true for physical activity in the virtual environment [15]. The staff, along with volunteers, represent human resources capacity, which is a vital component of organizational capacity within non-profit organizations offering sport [23]. In our study, there were concerns regarding engagement and continued motivation for staff. There were also concerns about maintaining volunteers throughout a time in which there were less opportunities to engage with them. Ensuring quality experiences among staff and volunteers can translate to quality experiences for participants in adaptive LTPA [24]. Investing in expanding staff skills, knowledge about disability, and comfort with using digital technologies may help to ensure that people with disabilities have a high-quality experience with virtual adaptive LTPA and may help retain the staff and volunteers within the organization. Continued virtual programming also may offer additional opportunities for volunteer engagement and connectedness among staff and volunteers.

Previous research has identified that adaptive equipment and the ability to adapt existing equipment facilitates participation for people with disabilities in community-based physical activity [9,20]. In the virtual environment, each individual participant needs access to the same or similar equipment. While there are benefits to using readily available equipment that participants have in their homes [12], staff creativity is required to utilize this equipment effectively to mimic or replicate movements related to outdoor adaptive LTPA. Ideally, there might be access to more specialized and adaptable equipment that could better translate specifically to the outdoor activities typically offered by AA (e.g., rower, cycling trainers). However, this equipment can be expensive and access to such equipment might be limited for some participants. To ensure every participant had access to adaptable equipment necessary for some of its programming, the organization redistributed a portion of its funding to send equipment directly to participants. According to the people with disabilities who participated in the virtual LTPA programs described in this study, providing this equipment incentivized participation [15]. Still, AA noted that it was challenging to obtain approval from some funding organizations to use funds in this new and different way. Despite the potential to enhance participation, it is important to note that limited financial capacity could hinder the ability of many organizations to offer in-home specialized equipment. Therefore, funders should consider ways to support organizations in providing equipment to participants that may enhance LTPA participation in the virtual environment.

Virtual adaptive LTPA offers an alternative to in-person programming that allows people with disabilities to remain active despite barriers commonly impacting in-person programming. Due to its benefits [15], its reach, and its potential cost-effectiveness [12], LTPA programs in the virtual environment are likely to continue even as the pandemic restrictions have eased. While virtual programs may alleviate barriers like transportation and limited geographic reach [12,15], it is important to recognize barriers that may be unique to the virtual environment. For example, people with disabilities may not have access to stable internet and securing adaptive equipment may be cost prohibitive [15]. Additionally, while there are guidelines for web accessibility, more specific guidance regarding accessibility in virtual LTPA and research regarding specific considerations for the virtual environment may help provide consistent, accessible virtual adaptive LTPA in the future.

This study has some limitations. The small sample size and focus on one organization means that the results may not be generalizable to all organizations. Studies including more adaptive LTPA organizations may further extrapolate how these strategies may apply to different contexts and among different populations. AA largely serves people with physical disabilities, so additional strategies may need to be considered for participants with other types of disability, such as intellectual and developmental disabilities.

5. Conclusions

This study suggests that, through structured planning, creativity, and resourcefulness, an organization typically offering in person adaptive recreation was able to successfully offer virtual adaptive recreation. This shift in program delivery, though challenging at times, had generally positive impacts on the members, the staff, and the organization. Beyond the pandemic, virtual and hybrid formats may be a tool to continue to reach a wide audience of people with disabilities and increase access to adaptive recreation.