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Exploring Knowledge of the Concept of Physical Literacy among Rehabilitation Professionals, Students and Coaches Practicing in a Pediatric Setting

Author

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  • Margaux Hebinck

    (School of Rehabilitation Sciences, Université Laval, Quebec City, QC G1V 0A6, Canada
    Centre for Interdisciplinary Research in Rehabilitation and Social Integration, Quebec City, QC G1M 2S8, Canada)

  • Roxanne Pelletier

    (School of Rehabilitation Sciences, Université Laval, Quebec City, QC G1V 0A6, Canada
    Centre for Interdisciplinary Research in Rehabilitation and Social Integration, Quebec City, QC G1M 2S8, Canada)

  • Mariève Labbé

    (School of Rehabilitation Sciences, Université Laval, Quebec City, QC G1V 0A6, Canada
    Centre for Interdisciplinary Research in Rehabilitation and Social Integration, Quebec City, QC G1M 2S8, Canada)

  • Krista L. Best

    (School of Rehabilitation Sciences, Université Laval, Quebec City, QC G1V 0A6, Canada
    Centre for Interdisciplinary Research in Rehabilitation and Social Integration, Quebec City, QC G1M 2S8, Canada)

  • Maxime T. Robert

    (School of Rehabilitation Sciences, Université Laval, Quebec City, QC G1V 0A6, Canada
    Centre for Interdisciplinary Research in Rehabilitation and Social Integration, Quebec City, QC G1M 2S8, Canada)

Abstract

Approximately 22% of Canadian children with physical disabilities meet the daily physical activity recommendations. Physical activity is attributed to physical literacy, a conceptualization of the domains required to be physically active throughout life. In Canada, pediatric rehabilitation professionals’ and coaches’ roles are essential for developing physical literacy. The aim of the study was to explore knowledge of physical literacy and strategies for developing physical literacy for children with physical disabilities among pediatric rehabilitation professionals, students, and coaches in Quebec. Semi-structured interviews were conducted with pediatric rehabilitation professionals, students and coaches and thematically analyzed using NVivo. Twenty professionals and students reported having variable knowledge about physical literacy, but suggested that adaptation, play and interdisciplinarity were essential in the development of physical literacy for children with physical disabilities. Participants highlighted the need to redefine fundamental movement skills for children with physical disabilities. Despite perceiving varied knowledge of the physical literacy concept, pediatric rehabilitation professionals and coaches described essential domains to foster physical literacy in children with disabilities. Pediatric rehabilitation professionals and coaches play a vital role in fostering physical literacy. Therefore, it is essential to support the development of knowledge that may support professionals, such as through training programs and continuing education.

Suggested Citation

  • Margaux Hebinck & Roxanne Pelletier & Mariève Labbé & Krista L. Best & Maxime T. Robert, 2023. "Exploring Knowledge of the Concept of Physical Literacy among Rehabilitation Professionals, Students and Coaches Practicing in a Pediatric Setting," Disabilities, MDPI, vol. 3(4), pages 1-14, October.
    • Handle: RePEc:gam:jdisab:v:3:y:2023:i:4:p:31-506:d:1263800
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    References listed on IDEAS

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    1. Carmen Sánchez-Guardiola Paredes & Eva María Aguaded Ramírez & Clemente Rodríguez-Sabiote, 2021. "Content Validation of a Semi-Structured Interview to Analyze the Management of Suffering," IJERPH, MDPI, vol. 18(21), pages 1-24, October.
    2. Sarah A. Moore & Ritu Sharma & Kathleen A. Martin Ginis & Kelly P. Arbour-Nicitopoulos, 2021. "Adverse Effects of the COVID-19 Pandemic on Movement and Play Behaviours of Children and Youth Living with Disabilities: Findings from the National Physical Activity Measurement (NPAM) Study," IJERPH, MDPI, vol. 18(24), pages 1-21, December.
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