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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...

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Autores principales: Pushkarenko, Kyle, Causgrove Dunn, Janice, Goodwin, Donna
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10378169/
https://www.ncbi.nlm.nih.gov/pubmed/37508682
http://dx.doi.org/10.3390/children10071185
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author Pushkarenko, Kyle
Causgrove Dunn, Janice
Goodwin, Donna
author_facet Pushkarenko, Kyle
Causgrove Dunn, Janice
Goodwin, Donna
author_sort Pushkarenko, Kyle
collection PubMed
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.
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spelling pubmed-103781692023-07-29 The Meaning of Physical Literacy for Instructors of Children Experiencing Disability, from an Ecological Systems Perspective Pushkarenko, Kyle Causgrove Dunn, Janice Goodwin, Donna Children (Basel) Article 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. MDPI 2023-07-07 /pmc/articles/PMC10378169/ /pubmed/37508682 http://dx.doi.org/10.3390/children10071185 Text en © 2023 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Pushkarenko, Kyle
Causgrove Dunn, Janice
Goodwin, Donna
The Meaning of Physical Literacy for Instructors of Children Experiencing Disability, from an Ecological Systems Perspective
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 Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10378169/
https://www.ncbi.nlm.nih.gov/pubmed/37508682
http://dx.doi.org/10.3390/children10071185
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