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Charting the physical literacy journey
Published in Margaret Whitehead, Physical Literacy across the World, 2019
The 2014 National Standards for Physical Education are described as a tool for those in the physical education profession to use in designing curricula and planning units and lessons. As referred to in the National Standards and Grade-Level Outcomes booklet, physical literacy is described as ‘the ability to move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthful development of the whole person’ (Mandigo et al., 2012: 28).
Moving together is better: a systematic review with meta-analysis of sports-focused interventions aiming to improve physical activity participation in children and adolescents with cerebral palsy
Published in Disability and Rehabilitation, 2023
Ricardo Rodrigues de Sousa Junior, Deisiane Oliveira Souto, Ana Cristina Resende Camargos, Georgina L. Clutterbuck, Hércules Ribeiro Leite
In order to attend and be involved in physical activities such as those in the “ORTS” stages, children and adolescents require physical literacy. Physical literacy describes skills required for individuals to participate in lifelong physical activity [12]. That is, in order for a child or adolescent to participate in enjoyable sport or recreation activity across their life, they must integrate not only physical competencies such as gross motor performance, balance, and endurance; but also, cognitive (e.g., rules knowledge, reasoning, and content awareness), psychological (e.g., motivation, self-regulation, and engagement), and social competencies (collaboration, relationships and ethics) [13]. In addition, children must also be supported to overcome personal and environmental barriers to participation (e.g., difficulty accessing activities due to finances, transport or cultural expectations) [14]. Sports-focused interventions (i.e., stages “S” and “P”) prepare children with disabilities, such as CP, for participating in community sport and physical recreation activities by including active ingredients (i.e., ingredients that are involved in producing clinical changes [15] within physical literacy domains and environmental barrier modifications.
Applying World Health Organization 2020 guidelines on physical activity and sedentary behavior to people with hemophilia
Published in Expert Review of Hematology, 2021
Hortensia De la Corte-Rodriguez, E. Carlos Rodriguez-Merchan, M. Teresa Alvarez-Roman, Victor Jiménez-Yuste
According to WHO guidance, the general population does not need medical clearance prior to exercise. The hematological, physical and functional condition of PWH is highly variable, from children on primary prophylaxis with a similar physical condition and activity level to their peers, to adult patients who were treated on demand or developed inhibitor with severe arthropathy and high degree of disability. Healthy active life starts in infancy and is a life long journey as proposed by the physical literacy. We know that the activity you can do as a child changes with age. Physical literacy is defined as the motivation, confidence, physical competence, and knowledge and understanding in movement, performance and fitness [25]. It is essential to engage in physical activity for life. Therefore, although all PWH are encouraged to perform physical activity, individualized counseling by specialists is recommended. The hematologist will provide guidance on the best hematological treatment programs, preferably in prophylaxis [10,26] based on bleeding tendency and risk of complications [3]. The musculoskeletal health and sports specialist will help define the type, load and duration of physical activity, based on the physical and functional characteristics of the PWH [3,10,16,27,28]. Whenever possible, regular physical activity should be initiated in childhood, choosing an activity that children are interested in and can share in a group. Based on the literature review done on physical activity and bleeding risk, we have summarized in Table 3 the physical activity suggestions for the different physical joint status of hemophilia patients [18,19,29].
Framing physical literacy for aging adults: an integrative review
Published in Disability and Rehabilitation, 2022
Celeste Petrusevski, Ashley Morgan, Joy MacDermid, Michael Wilson, Julie Richardson
In total, 18/22 papers presented a definition of physical literacy. The majority of the articles (89%) refer to the current Whitehead [31] definition of physical literacy, as “the motivation, confidence, physical competence and knowledge to value and take responsibility for engagement in physical activity for life”. Both systematic reviews [33,46] and the scoping review [47] referred to the Whitehead definition when describing physical literacy for adults. The 2 randomized controlled trials [48,49] included in our review did not define physical literacy, however there was strong reference to the current physical literacy constructs, such as physical competence, motivation, knowledge, and confidence. Cairney et al. [27] present a conceptual model that moves beyond the current Whitehead definition to position physical literacy as a determinant of health. Cairney purports that “physical literacy is a multidimensional, experiential convergence of motor, affect, social and cognitive components that expand from early childhood to old age” [27]. Dudley, et al. [57] defines physical literacy as “the ability to move with confidence and competence using all the physical assets one has at their disposal at any given point in time across varying contexts”. Jones et al. [53] utilize the current Whitehead definition to present an evidence-informed conceptual model, based on health experts that expands on the current physical literacy constructs to add relevance to older adults. Papers focusing on promoting physical literacy for adults and older adults discuss the need to develop beyond the Whitehead definition to provide an inclusive representation of a physically literate adult and/or older adult.