Education and Measurement are the Top Priorities to Advance Physical Literacy for Individuals with Physical Disabilities

Maxime Robert; Mariève Labbé; Margaux Hebinck; Roxanne Périnet-Lacroix; Ueli Albert; Kelly Arbour-Nicitopoulos; Alexis Boulenger; Charles Batcho; Désirée Maltais; Paula Rushton; Krista Best

doi:10.5334/paah.219

Abstract

Background: Most individuals with physical disabilities do not meet physical activity recommendations, which may negatively impact quality of life. Physical literacy is a concept that considers the key elements necessary to support lifelong physical activity. Limited attention has been directed towards physical literacy for individuals with physical disabilities.

Objectives: To obtain expert consensus on strategic priorities to delineate the next steps on physical literacy for individuals with physical disabilities.

Methods: The Collaborative Prioritized Planning Process was followed during a two-day online consensus meeting with experts in disability and physical activity. This systematic four-step process involved: 1) knowledge synthesis before the meeting, 2) challenge identification and prioritization, 3) solution identification, consolidation and prioritization, and 4) action planning.

Results: Thirty-one experts participated in the meeting. Five challenges related to physical literacy for individuals with physical disabilities were prioritized. The following solutions were suggested: developing a massive online open course, creating a physical literacy measurement toolkit, developing a physical literacy resource portal, creating a national database of physical literacy outcomes, and redefining an existing international consensus statement for physical literacy to be more inclusive.

Conclusions: Collaborations between experts are needed to advance the research in physical literacy for people with disabilities through education and measurement.

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Education and Measurement are the Top Priorities to Advance Physical Literacy for Individuals with Physical Disabilities

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