Exercise self-efficacy of physically disabled students of Lemo district primary school.

Physical activity is vital for the health and wellness of every child, but students with physical disabilities frequently encounter different challenges that impact their participation. This research aimed to explore the factors affecting exercise self-efficacy among physically disabled students in primary schools. Using a mixed-method approach, a purposive sample of n = 152 students from grade 5 to 8 was selected across five public primary school in the Lemo district. Multiple linear regression analysis revealed that age (β = 0.062, t = 7.500, p < 0.05) and gender (β = 0.046, t = 3.500, p < 0.05) were significant predictors of exercise self-efficacy. Additionally, socioeconomic status (β = 0.073, t = 3.571, p = 0.001), peer support (β = 0.231, t = 3.750, p < 0.05), parental support (β = 1.021, t = 4.253, p < 0.001), teachers support (β = 0.084, t = 3.750, p < 0.05), and school administrative support (β = 0.277, t = 3.500, p = 0.001) had a significant positive effect. Totally these factors explained 86.9% of the variance in exercise self-efficacy. Qualitative analysis revealed that critical role of support systems but also face challenges such as insufficient training, lack of adapted equipment, and limited awareness among teachers, peers, parents, and school administrations. Our finding suggest that include comprehensive teacher training in inclusive education, development of peer support program, parental engagement through workshop, school accessibility audit and allocation of resource for adapted equipment.