The Meaning of Physical Literacy for Instructors of Children Experiencing Disability, from an Ecological Systems Perspective

Author:

Pushkarenko Kyle12ORCID,Causgrove Dunn Janice2,Goodwin Donna2

Affiliation:

1. School of Human Kinetics and Recreation, Memorial University of Newfoundland, St. John’s, NL A1C 5S7, Canada

2. Faculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, AB T6G 2R3, Canada

Abstract

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.

Funder

Social Sciences and Humanities Research Council of Canada

Autism Edmonton

Publisher

MDPI AG

Subject

Pediatrics, Perinatology and Child Health

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