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With the rapid and widespread uptake of physical literacy (PL), there is potential for instructors to devalue participation of children who experience disability. The aim of the investigation was to understand how instructors who facilitate physical activity for children experiencing disability make sense of PL, and more specifically, how these instructors bring meaning to PL. Using interpretive phenomenological analysis, six instructors engaged in individual, semi-structured interviews. The study rationale was underpinned by the conceptual framework of ecological systems theory, which provided a foundation for the research, guided the structure of the interview guide, and facilitated a reflexive interpretation of the findings. Four themes were generated: Recognizing unique embodiments, The importance of context, Beyond physical competence, and Navigating PL's dominant discourse. The instructors' meaning of PL, impacted by relational and environmental influences, reflected the importance of movement skill development, while also embracing diverse embodiment and pedagogical flexibility by giving value to exploratory play, partial participation, family involvement, and willingness to abandon rigid lessons plans. [ABSTRACT FROM AUTHOR]

The purpose of the pilot study was to examine the effects of pictographic activity schedule implementation within a structured aquatic environment for individuals diagnosed with autism spectrum disorder (ASD). Three boys (11 to 17 years) enrolled at a school for children with developmental disabilities served as participants. An interrupted time series design (A/B/A) was used to assess the effects of the pictographic activity schedules on inappropriate response time in the aquatic setting. The results indicated that activity schedules, when used during structured teaching, improved behaviour in children with ASD by means of reducing inappropriateness. Additionally, a generalized effect of the activity schedules was found during free play with decreased rates of inappropriate behaviour. The implications of these findings show the importance of visual activity schedules within all domains of education, including those involving physical activity as a means of reducing maladaptive behaviour. [ABSTRACT FROM AUTHOR]