Understanding the capabilities, opportunities and motivations for walking

Healthy Lifestyle Behaviours | Last Updated: 09 Apr 26

Background

The physical activity levels of adults with learning disabilities are low. Physical activity includes all movement that increases energy expenditure and is associated with physical and mental health benefits. Walking is a form of physical activity that is considered to be accessible because it is free, does not require equipment, and can be done at lower intensities. Previous walking interventions with adults with learning disabilities have not been successful, with a range of influences reducing ability to increase walking. Understanding this behaviour fully will be aided by a theoretical framework which can be used to inform interventions. One theoretical framework, called the “COM-B” model, can be applied to different populations and behaviours, such as walking for adults with learning disabilities.

What we did

The project had two phases with separate aims:

1. Apply the COM-B model to walking for physical activity for adults with mild to moderate learning disabilities to get a full understanding of experiences, capabilities (C), opportunities (O), and motivations for walking (B)

2. Use the findings to develop a theory informed intervention that will increase walking among adults with mild to moderate learning disabilities.

Phase one used a mixed methods qualitative study to apply the COM-B to walking. Visual methods were used to help facilitate discussions around experiences of walking, capabilities, opportunities, and motivations. Data collection methods included interviews, and a focus group discussion. The results were also discussed with people with lived experiences of having learning disabilities to finalise the key findings. Phase two was a mixed-methods feasibility study to help inform the development of a larger group-based walking intervention for with adults with learning disabilities.

What we found

Results found that participants’ walking behaviour was shaped by a combination of physical capability (e.g., fitness, pain, mobility), social and environmental opportunities (e.g. safe spaces and support from others), and motivation (e.g. enjoyment, habit, and perceived health benefits). Barriers included poor weather, limited time, and accessibility challenges, highlighting the need for supportive environments and tailored encouragement.

This study is in collaboration with University of Edinburgh and Values into Action Scotland (VIAS). This project was funded by the Baily Thomas Charitable Fund.

The published paper from this study can be found at the link below.

Project information last updated February 2026.

Group member(s) involved with this study

25 125 SLDO Staff Arlene Mcgarty 002 staff image

Dr Arlene McGarty

Arlene is a Research Fellow at the Scottish Learning Disabilities Observatory. Arlene is interested in lifestyle behaviours (for example, physical activity and sedentary behaviour) and how these impact the health of people with learning disabilities. She is also interested in finding ways to change these behaviours to help people with learning disabilities lead healthier and happier lives. Some of the projects that Arlene works on include: School-based “active play” for children with learning disabilities. Understanding walking opportunities in adults with learning disabilities. Increasing motor development skills in children with learning disabilities. Measuring energy expenditure in adults with learning disabilities.

Dr Sophie Westrop

Sophie worked with the Observatory as a Research Associate and her ongoing research focus is about understanding the influences on lifestyles of adults with learning disabilities, behaviour change and promoting a healthy lifestyle. Sophie remains an affiliate team member, having moved in early 2024 to take up a lectureship post York St John University. Prior to working at the Observatory, Sophie completed a PhD at the University of Glasgow that considered differences in physical activity and sedentary behaviour between men and women with learning disabilities.

Professor Craig Melville

Craig is a Professor of Neurodevelopmental Psychiatry in the School of Health and Wellbeing at the University of Glasgow. His work focuses on using evidence from research to inform the development of interventions and policy to improve the health of people with neurodevelopmental conditions. Craig has worked on clinical trials of complex interventions, such as psychological therapies, weight management and health checks in primary care. Evidence from epidemiological research has been central to the development of these clinical trials and his work with SLDO centres on how to use Scotland’s national datasets to understand and tackle the health inequalities experienced by people with neurodevelopmental conditions.