The Meaning of Physical Literacy for Instructors of Children Experiencing Disability, from an Ecological Systems Perspective
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...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-07-01
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| Series: | Children |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-9067/10/7/1185 |
| _version_ | 1797589831634649088 |
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| author | Kyle Pushkarenko Janice Causgrove Dunn Donna Goodwin |
| author_facet | Kyle Pushkarenko Janice Causgrove Dunn Donna Goodwin |
| author_sort | Kyle Pushkarenko |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-11T01:11:42Z |
| format | Article |
| id | doaj.art-7a4f878dfaf6482c8b7713c052b3328b |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-03-11T01:11:42Z |
| publishDate | 2023-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj.art-7a4f878dfaf6482c8b7713c052b3328b2023-11-18T18:49:26ZengMDPI AGChildren2227-90672023-07-01107118510.3390/children10071185The Meaning of Physical Literacy for Instructors of Children Experiencing Disability, from an Ecological Systems PerspectiveKyle Pushkarenko0Janice Causgrove Dunn1Donna Goodwin2School of Human Kinetics and Recreation, Memorial University of Newfoundland, St. John’s, NL A1C 5S7, CanadaFaculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, AB T6G 2R3, CanadaFaculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, AB T6G 2R3, CanadaWith 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.https://www.mdpi.com/2227-9067/10/7/1185childrendisabilityableisminteractive influencesinterpretive phenomenological analysiscommunity-based programming |
| spellingShingle | Kyle Pushkarenko Janice Causgrove Dunn Donna Goodwin The Meaning of Physical Literacy for Instructors of Children Experiencing Disability, from an Ecological Systems Perspective Children children disability ableism interactive influences interpretive phenomenological analysis community-based programming |
| title | The Meaning of Physical Literacy for Instructors of Children Experiencing Disability, from an Ecological Systems Perspective |
| title_full | The Meaning of Physical Literacy for Instructors of Children Experiencing Disability, from an Ecological Systems Perspective |
| title_fullStr | The Meaning of Physical Literacy for Instructors of Children Experiencing Disability, from an Ecological Systems Perspective |
| title_full_unstemmed | The Meaning of Physical Literacy for Instructors of Children Experiencing Disability, from an Ecological Systems Perspective |
| title_short | The Meaning of Physical Literacy for Instructors of Children Experiencing Disability, from an Ecological Systems Perspective |
| title_sort | meaning of physical literacy for instructors of children experiencing disability from an ecological systems perspective |
| topic | children disability ableism interactive influences interpretive phenomenological analysis community-based programming |
| url | https://www.mdpi.com/2227-9067/10/7/1185 |
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