Inclusive physical literacy development for individuals experiencing disability: exploring the perceptions of physical activity facilitators in disability-specific organizations

Howse, Elizabeth Rachel (2024) Inclusive physical literacy development for individuals experiencing disability: exploring the perceptions of physical activity facilitators in disability-specific organizations. Masters thesis, Memorial University of Newfoundland.

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Abstract

Globally, physical literacy (PL) has gained traction in various physical activity settings through program provision and policy implementation. PL as a concept is inclusive of all, suggesting that everyone possesses the components to capitalize on one’s potential. While PL is theoretically inclusive, its practical application often excludes marginalized groups. Given the discrepancy between PL theory and practice, the purpose of the study was to explore the perspectives of disability-specific physical activity facilitators in providing enriched PL development for individuals experiencing disability (IED). Using an interpretive description methodology, semi-structured interviews were conducted with eight facilitators across Newfoundland. Data was analyzed through interpretive description and thematic analysis, grounded in the ecological dynamics framework, which supports creating environments that encourage lifelong physical activity. Data analysis revealed the perspectives of facilitators regarding the implementation of inclusive PL programming, revealing three themes: (1) Unlocking individual potential; (2) Committed leadership; and (3) Strength in numbers. Results demonstrated that facilitators understood the importance of their role in developing PL for IED, yet recognized that their involvement was only a single piece of the puzzle leading to continuous and positive engagement in PL development.

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