Looking back to move forward: a retrospective look at lived experience to inform future physical literacy practice

Cowan, Jennifer M. (2024) Looking back to move forward: a retrospective look at lived experience to inform future physical literacy practice. Masters thesis, Memorial University of Newfoundland.

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Abstract

Physical inactivity among adolescents and young adults experiencing intellectual disabilities (ID) has been a long-standing issue. Physical literacy (PL) is one framework community leaders, researchers, and practitioners have pursued to improve physical activity (PA) participation and engagement for all. Diverse perspectives are needed to develop a comprehensive understanding of best practices in PL, including the views of individuals who experience disabilities. This research explores the subjective perception of the PL journeys of individuals who experience ID. The primary research question is, “How does the transition from adolescence to adulthood impact the PL journey of individuals experiencing ID?” This question was addressed via semistructured interviews with five young adults aged 20-26 diagnosed with ID. Components of this study were supported by the COM-B model of behaviour change as the theoretical framework and interpretive phenomenological analysis (IPA) as the methodology. Subsequent analysis of interview transcripts revealed that individuals who experience ID understand their PL journey in the transition to adulthood to be the product of a) the past dictates the present and future, b) a team-based approach and c) exploring opportunities everywhere. Results indicate that individuals experience a range of barriers to participation and that transitioning to adulthood is a vulnerable time in one’s PL journey that requires additional support. However, participants illustrate a sense of resilience and responsibility in pursuing PL that has facilitated their growth until now and into adulthood.

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