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<p>The purpose of the study was to examine the parental experience of participating in a cultural physical activity (PA) intervention and to identify the aspects of this intervention that directly impact the changes in parents’ behaviors towards advocating the PA participation of children with Autism Spectrum disorder Autism (ASD). The study used a descriptive research design with the Theory of Planned Behavior (TPB) as the theoretical framework. Semi-structured interviews were used to collect data from eight South Korean immigrant parents of children with ASD. The study’s results reveal that while most South Korean immigrant parents expressed gratitude for attending their first PA intervention, which increased their motivation to support and advocate for the PA participation of children with ASD, they still demonstrated a lack of competence in advocating and teaching PA to their children due to numerous perceived control barriers, such as a lack of knowledge in PA, cultural and language differences, and the challenging behaviors of their child even after the PA intervention.</p>

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The Effect of Cultural Physical Activity Intervention for South Korean Immigrant Parents of Children with Autism Spectrum Disorder

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年3月21日

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  • Seohee Lee,
  • Seungyeon Park

摘要

The purpose of the study was to examine the parental experience of participating in a cultural physical activity (PA) intervention and to identify the aspects of this intervention that directly impact the changes in parents’ behaviors towards advocating the PA participation of children with Autism Spectrum disorder Autism (ASD). The study used a descriptive research design with the Theory of Planned Behavior (TPB) as the theoretical framework. Semi-structured interviews were used to collect data from eight South Korean immigrant parents of children with ASD. The study’s results reveal that while most South Korean immigrant parents expressed gratitude for attending their first PA intervention, which increased their motivation to support and advocate for the PA participation of children with ASD, they still demonstrated a lack of competence in advocating and teaching PA to their children due to numerous perceived control barriers, such as a lack of knowledge in PA, cultural and language differences, and the challenging behaviors of their child even after the PA intervention.