University-based physical literacy programming for children: Canadian community stakeholders’ recommendations

Abstract

'Physical literacy' (PL) education-that is, teaching foundational skills, attitudes, behaviors and knowledge about lifelong involvements in physical activities, is an important aspect for health promotion among children. Universities have been playing a critical role by teaching future PL professionals. Additionally, various universities have offered university-based PL programming for neighborhood children as a way of public health promotion service and community engagement. However, this additional role of universities and the ways of promoting the quality of this type of health promotion service programming have not been investigated in the current research literature. Therefore, the purpose of this study was to identify the practicable strategies to enhance the quality of university-based PL programming for children from the perspectives of community stakeholders. Overall, 24 community stakeholders who held professional positions that are related to PL education participated in a 90-min focus group interview. This grounded theory study identified that university-based PL programming for children should be (i) inclusive, (ii) collaborative, (iii) welcoming and (iv) responsive. Practical suggestions and recommendations were also provided. This study has provided empirical knowledge to prioritize aspects for the future actions in planning and implementing university-based PL programming for children and informed for further cross-cultural comparisons amongst the perspectives of participants, university service providers and community stakeholders. The knowledge acquired from this research will also be translated to university service providers who operate similar type of health promotion service programming to the public.

The Meaning of Physical Literacy for Instructors of Children Experiencing Disability, from an Ecological Systems Perspective

“…Instructors recognized that PL development was not isolated to a particular context, nor was it their sole responsibility [65]. As such, they valued the importance of relationships across contexts in their understanding of PL (e.g., home and community environments; [24,66]), and the act of sharing of information to foster consistent and continuous personal growth (i.e., human flourishing; [67]) as children transition to other programs, both within their organization and elsewhere. In other words, instructors' understandings of PL reflected an ongoing process of development broadly occurring throughout an individual's lifespan [5,6], one that is facilitated beyond one's own circle of influence.…”

“…Yi et al [24] suggested that context-specific understandings of PL from various key stakeholders are essential to ensuring meaningful physical activity experiences are had by all. At the intersection of physical activity and disability, adapted physical activity (APA) instructors can contribute valuable insight into context-specific understandings of PL [25].…”

Individuals experiencing disability and the ableist physical literacy narrative: critical considerations and recommendations for practice

“…Moreover, collaboration among guardians, peers, teachers, therapists, and other stakeholders goes beyond specific contexts, allowing for PL development to occur in all aspects of an individual's life, challenging the notion that PL can only be cultivated under certain conditions ( 28 , 91 ). The perspectives of these stakeholders hold significant value, as they bring lived experiences and a depth of knowledge that can inform a tailored approach to PL.…”

“…( 92 ) for a comprehensive list], provides a context that enhances our comprehension of PL, ultimately contributing to the creation of “a broader community of movement pedagogues” ( 74 ). Yi and colleagues ( 91 ) liken this collaborative approach to a community of practice, advocating for the integration of diverse stakeholders and community partners to optimize physical activity experiences for everyone ( 28 ), ultimately advancing the shared objective of providing PL development opportunities for all.…”