Search

Although inclusion is a fundamental tenet of physical literacy (PL), its applicability and inclusivity related to individuals experiencing disability has been assumed but is not well understood. The purpose of this article is to gain a better understanding of the literature pertaining to the inclusiveness of PL for individuals experiencing disability. Following the analysis of 24 pieces of literature published between January 2001 and May 2019, the main findings include: Overall, PL for individuals experiencing disability has been primarily discussed through a lens of ableism, using a narrow perspective, and at a superficial level, though recent discussions have become increasingly representative of contemporary perspectives on disability. Although encouraging, the collective findings reveal an ongoing need to address current assumptions surrounding disability in order to establish meaningful physical activity experiences that are of value to individuals with diverse capabilities, and to create inclusive PL programming that is welcoming and affirming for all.

Countering the declining physical activity patterns of children labeled with autism spectrum disorder (ASD) has gained considerable research attention given its impact on health and quality of life. The purpose of this study was to explore how parents of children labeled with ASD understand the concept of physical literacy, based on their children's participation in community-based physical activity programs. Using interpretive phenomenological analysis, six mothers of children labeled with ASD participated in one-on-one semistructured interviews. The conceptual framework of ecological systems theory supported the rationale for the study purpose, provided structure for the interview guide, and offered a reflexive context for interpretation. Four themes were generated from the thematic analysis: From embodied movement to normative skill expectations, Be flexible, not rigid, Systematic exclusion, and Valuable?... Absolutely! Despite experiences of marginalization, exclusion, and trauma within physical activity programs, mothers valued physical literacy development for their children given the positive outcomes of increasing family connections, engagement with peers, and enhanced wellness. [ABSTRACT FROM AUTHOR]

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]