A pragmatic approach to measuring physical literacy and behavioural outcomes in youth with and without disabilities

Abstract

This study used a pragmatic measurement approach to examine changes in physical literacy (PL) and physical activity (PA) behaviour outcomes associated with a community-based PL program for youth with and without disabilities. A single group, pre-post study was conducted with 67 youth (68.7% male; 62.7% with a disability; 12.2 +/-1.7 years) participating in a 16-week, inclusive PL program offered across three community sites. Valid, age-appropriate outcome measures were completed at baseline and post-program. Gains were found in movement competence (Cohen’s dz=0.99; n=46), overall self-regulated motivation (dz=0.29; n=43), confidence (dz=0.15 to 0.21; n=43), and minutes spent in moderate PA behaviour (dz=0.83; n=20). Peer relationships ratings (n=35) indicated strong social support, and mean weekly attendance was 78.5% (n=62). Findings provide evidence of gains in PL, particularly motor competence, and PA behaviour outcomes associated with PL program participation in youth with and without disabilities.