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On the other hand, we also sought to identify not only some of the leisure inequalities in the Global South, but also inequalities in leisure research between researchers based in the Global South and those in the Global North. The concept of inequalities has been widely explored in academia and in the leisure literature. It contextualises the debate and focuses on two key points: (1) research on leisure inequalities; and (2) the Global South and inequalities in leisure research. The digital inequality during COVID-19 and the ensuing lockdowns led to differences in leisure opportunities, and such disparities were felt more deeply in the Global South where the gap between social classes is wider compared with the Global North (Clemente & Stoppa, [9]). [Extracted from the article]

Background: Participation in activities of daily living (ADL), education, leisure and play in children living with cerebral palsy (CP) may be affected by various factors, as outlined in the International Classification of Functioning, Disability and Health Framework (ICF). The aim of this study was to describe the participation patterns of a group of these children. Objectives: This study aimed to describe participation patterns in ADL, education, leisure and play activities of children living with CP in Modimolle. Method: An exploratory-descriptive qualitative (EDQ) study design was used. A researcher-constructed bio-demographic data sheet and a semi-structured interview schedule were used to collect data from the primary caregivers of children (5–17 years) living with CP in Modimolle. Interviews were transcribed verbatim, translated from Sepedi to English and analysed using the content analysis approach and NVivo software. Results: The findings of this study indicated that children living with CP in Modimolle require set-up and assistance to participate in various ADL such as self-care, family and community activities. They also participate in formal and informal educational programmes as well as active and passive leisure and play activities. However, at the moment, they have limited opportunities to participate because of resource constraints and inaccessible infrastructure. Conclusion: Although children with CP in Modimolle perform some ADL, and participate in educational, leisure and play activities, they are not fully integrated into their community. Legislative support and policy implementation are required to improve participation and integration of children living with CP. Further studies on community-specific integrative strategies to enhance participation among children living with disabilities are recommended. Contribution: This paper provides valuable information on the participation patterns of children with CP living in a rural area of South Africa. The findings can assist with development and implementation of community-specific, integrative health and social care strategies to enhance participation among children living with disabilities. [ABSTRACT FROM AUTHOR]

What do cinema houses have to tell us about the experience of collective leisure in early twentieth-century South Africa? This article considers how the cinema house points to unprecedented social conditions that allowed the emergence of new publics. Drawing on scholarship on the development of cinema in South Africa, the article considers how the historical transformations through which the cinema has passed since the 1910s suggest attempts to domesticate the space of projection of the cinema as well as the formation of new cinema audiences. Diverging from readings of the cinema in South Africa that focus on film, the article considers how the cinema house is inscribed in this scholarship as an evocative cipher of incipient publics and as a metaphor for the containment of a new public sphere during the periods of segregation and Apartheid. While today the cinema house no longer occupies the place it once did, the paper concludes with a reflection on recent recreations of the space of the cinema in two South African art installations. The restaging of these cinemas offers a way into the making of a collective space and the kinds of distinct publics they forged. [ABSTRACT FROM AUTHOR]

Providers must be knowledgeable on policy, systems and products to provide a person centred service and prescribe the most appropriate assistive product for each user. This study aimed to determine to what extent teaching and learning on assistive products are included in undergraduate curricula of the Health science faculties at three universities in the Western Cape Province of South Africa. Data were gathered through a cross sectional survey. Fifteen programmes were approached of whom eight participated. Information on teaching on assistive products was sourced from purposively identified key informants, through e-mail questionnaires. Descriptive analysis was done. A total of 104 assistive products were included in the eight programmes. Manual wheelchairs were the only product for which teaching was underscored by policy guidelines. Handheld mobility devices and wheelchairs were covered by five programmes. Teaching on assistive products for self-care, participation in domestic life, indoor and outdoor activities, employment and leisure was limited. Thirty seven products listed on the GATE List of 50 were taught by at least one of the programmes. Teaching and examination were theoretical in nature and occurred in professional silos. Clinical exposure was often incidental. For many products none of the four service delivery steps were covered. Assistive products were included in all the participating undergraduate programmes. The range of included products and the level of training were insufficient to prepare graduates to effectively address user's needs. Newly appointed graduates will require early in-service training to ensure appropriate assistive product service delivery. Undergraduate teaching on assistive products is provided in professional silos. Not all products on the GATE APL of 50 are included in under graduate teaching. Teaching does not always ensure a proficiency level that will support graduates to provide an independent AT service. [ABSTRACT FROM AUTHOR]