Physical literacy programs for children with disabilities: a realist review

ABSTRACT

This study aimed at determining what sort of physical literacy (PL) interventions work, how, and in what circumstances, to improve the delivery of PL programs for children with disabilities. A realist review was conducted according to Pawson’s methodology. Seventeen studies employing a range of PL intervention programs were included in this review including children with different disabilities. Only six studies measured the effect of PL interventions and showed positive effect on motor and behavioural outcomes. However, the evidence supporting the effectiveness of PL interventions is weak. An additional grey literature search revealed few PL programs in different countries; without program evaluations. PL programs were implemented by educators, clinicians, sport instructors in both inclusive and special settings. When planning PL programs for children with disabilities, it is recommended to include all PL components, as well as offer indirect interventions, such as increasing disability awareness among healthy peers, parents and community organizations.

KEYWORDS:

• Children with disabilities
• movement
• education
• inclusion
• physical activity

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Shikha Saxena

Shikha Saxena was a postdoctoral fellow on this project.

Keiko Shikako Thomas

Keiko Shikako Thomas was the principal investigator. She is an Assistant Professor at McGill University and Canada Research Chair in Childhood Disability: Participation and Knowledge Translation.