Physical literacy and the participant perspective: Exploring the value of physical literacy according to individuals experiencing disability through composite narratives

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

“…Given the dynamic and personalized nature of PL, practitioners must acknowledge and incorporate the authentic perspectives of learners to better understand their specific needs, desires, and values ( 21 ). Pushkarenko and colleagues ( 22 ) specifically explored the application of a community of practice approach with individuals experiencing disabilities and found that participants expressed a stronger connection to their environment, and collective efforts created a greater sense of community and belonging. By involving all stakeholders, including individuals experiencing disability as active contributors, it acknowledges their expertise and ensures equal participation in decision-making processes ( 62 ).…”

“…Research acknowledges the connection between an individual's motivation to engage in physical activity and the value they place on participation ( 92 – 94 ). Crucially, enjoyment plays a pivotal role in this relationship, as positive and enjoyable experiences, particularly those that empower and provide a sense of agency, foster a desire to engage in physical activity and cultivate intrinsic motivation for sustained involvement ( 22 , 95 ). In the process of PL development, nurturing this intrinsic motivation becomes a pivotal starting point for establishing long-term commitment to physical activity ( 15 ).…”

“…In the process of PL development, nurturing this intrinsic motivation becomes a pivotal starting point for establishing long-term commitment to physical activity ( 15 ). This intrinsic drive allows individuals to explore their capabilities, push their boundaries, and unleash their full embodied potential ( 8 , 15 , 22 ).…”

“…On this note, PL has served as a cornerstone for programming endeavors aimed at fostering sustained engagement in physical activities and fostering healthy, active lifestyles for all, including for individuals experiencing disability 2 ( 17 ). Despite the efforts of initiatives ( 18 – 20 ) and organizations ( 21 , 22 ) that have embraced the philosophical foundations of PL, and thus have committed to providing opportunities for everyone that are inclusive by design (i.e., those considered as “PL programs” rather than integrating PL into physical activity programs), the broader landscape of programming centered around PL development (i.e., physical activity programs integrating PL) continues to perpetuate the dominant narrative of PL. 3 Consequently, these endeavours become entrenched in both overt and subtle expressions of ableism, failing to recognize the inherent value of PL irrespective of individual capabilities ( 21 , 22 ).…”

“…Despite the efforts of initiatives ( 18 – 20 ) and organizations ( 21 , 22 ) that have embraced the philosophical foundations of PL, and thus have committed to providing opportunities for everyone that are inclusive by design (i.e., those considered as “PL programs” rather than integrating PL into physical activity programs), the broader landscape of programming centered around PL development (i.e., physical activity programs integrating PL) continues to perpetuate the dominant narrative of PL. 3 Consequently, these endeavours become entrenched in both overt and subtle expressions of ableism, failing to recognize the inherent value of PL irrespective of individual capabilities ( 21 , 22 ). Additionally, they hinder attempts to comprehensively grasp and address inclusion from a socio-critical perspective ( 26 – 28 ).…”