Background: Limited knowledge and skills of health professionals is a common barrier when adapting physical activity for people with disabilities. A community organization (Adaptavie) identified the need for improved training and resources to facilitate APA prescription by their employees. The objectives of this research were to co-create an APA toolkit and evaluate implementation.Methods: A multi-method participatory research approach was used with kinesiologists who worked at Adaptavie. The project consisted of two phases: P1) co-creation of the toolkit; P2) implementation evaluation. Sociodemographic information (P1; P2), the Work self-efficacy Inventory Survey (P1; P2), the Indicators of Success Questionnaire (P2) and focus groups (P1 n = 3; P2 n = 1) were conducted with kinesiologists. Summary statistics were described (sociodemographic and questionnaires) and analysed thematically (focus groups). Results:The co-creation of an evidence-based training toolkit contained information about 45 types of disabilities. Five to eight kinesiologists (depending on the phase) reported improvements in workplace self-efficacy, skills and knowledge after using the APA toolkit for one year. Following implementation, the APA toolkit was reported to have a high level of usability and fidelity. Conclusion:A co-created APA toolkit supported kinesiologists to prescribe evidencebased APA programs by increasing their knowledge, skills and self-efficacy.
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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