Pillars to physical literacy and inclusion: Positive relationships and rapport within programs and beyond are essential for fostering a motivational learning climate, thus optimizing constant and consistent development across contexts • Sport for Life

Many programs have implemented physical literacy (PL) but often overlook the experiences of persons with diverse abilities due to societal, cultural, and political influences. This can lead to exclusion and marginalization from physical activities. Researchers at Memorial University have addressed this challenge by developing a PL and inclusion framework through direct observation of programming and perspectives from participants of diverse abilities, parents, practitioners, and program administrators. The framework and its three pillars of environment, practice and intentionality offer one lens to support the development of current and future inclusive physical literacy programs.

This blog series will discuss the ten evidence-based best practices for the inclusion of persons with diverse abilities in programming suggested within their research findings. From holistic design to systems of support, and everything in between, find out how to foster inclusion in your programs.

Idealization: Positive relationships and rapport (i.e., a system of support) within programs and beyond are essential for fostering a motivational learning climate, thus optimizing constant and consistent development across contexts.

By embracing inclusivity and providing adaptive facilities and materials, a comprehensive system of support nurtures an environment where all participants feel valued, encouraged, and empowered to develop physical skills and confidence, promoting a lifelong love for physical activity.

Educators and coaches play a central role by creating a positive environment, adapting activities to meet diverse needs, and building meaningful relationships with participants. Peers and mentors contribute to the support network by promoting empathy and understanding among participants. Parents and caregivers are valuable partners, offering insights into individual needs, while program administrators and community partners ensure the program’s inclusivity through resource allocation, collaboration, and ongoing professional development.

Putting into practice

Meet Sarah, a dedicated community-based recreation practitioner passionate about providing opportunities for individuals with disabilities to engage in physical activity and sports. She manages an adaptive sports program that includes participants of various abilities.

Sarah understands the importance of creating a welcoming and inclusive atmosphere within her adaptive sports program. At the beginning of each season, she organizes a meet-and-greet session where participants can get to know each other and the coaching staff. During practice sessions, Sarah actively encourages participants to work together, fostering a sense of camaraderie and teamwork. She pairs participants with similar abilities to provide mutual support and encouragement. This not only enhances their sports skills but also builds strong connections.

Recognizing that building relationships extends beyond the playing field, Sarah facilitates opportunities for participants and their families to connect outside practice and games. She organizes social events, workshops, and support groups. Sarah establishes an online forum and a mailing list where participants and their families can share their experiences, ask questions, and provide support. She actively participates in these discussions, offering guidance and motivation.

Sarah provides individualized feedback to each participant, focusing on their progress and strengths. She helps them set achievable goals, both in sports and in personal development. Sarah acknowledges each participant’s effort and improvement, regardless of their ability level. She creates a safe space for them to voice their concerns and seek assistance. This approach encourages a growth mindset and fosters a motivational learning climate.

Over time, Sarah’s adaptive sports program becomes more than just an opportunity for physical activity. It evolves into a supportive community where participants feel valued, empowered, and motivated to continue their involvement in sports. As a result of Sarah’s commitment to building positive relationships and rapport within and beyond the adaptive sports program, individuals possessing various levels of ability not only engage in physical activity for the long term but also experience personal growth, enhanced self-esteem, and lasting friendships. Many participants become mentors and advocates for disability inclusion in sports, ensuring the sustainability of a supportive and active community.

This example demonstrates how fostering positive relationships and rapport can encourage physical activity in the long term for individuals experiencing disabilities in a community-based recreation setting, promoting constant and consistent development across various contexts.

Tangible takeaways

Here are a few strategies to try within your program to continue building a positive system of support and rapport and a motivational learning environment, engaging various people in participants’ systems of support:

Parent and Caregiver Engagement: Actively involve parents and caregivers in learning by providing regular updates and resources for continued physical literacy activities at home.
Home-Based Activities: Equip participants with activity sheets or guides to take home, encouraging them to engage in fun and inclusive physical activities with their families.
Community Partnerships: Foster collaboration with local schools, community centers, and organizations to create a supportive network for participants’ ongoing physical literacy development.
Volunteer Opportunities: Provide opportunities for participants, practitioners, families and others in your program community to volunteer or assist in organizing physical literacy events, empowering them to develop leadership skills and contribute to the larger community while representing your program.
Online Learning Platforms: Create online learning platforms or resources where participants can access additional materials, videos, and tutorials related to physical literacy. These platforms allow for continuous learning and skill development outside the program setting.
Mentorship Opportunities: Establish mentorship programs where more experienced participants can support and guide newcomers or younger participants. This fosters community and empowers participants to take on leadership roles.

Ongoing Communication: Maintain ongoing communication with program participants and their families even after they have completed the program. Share updates, upcoming events, and resources to keep them engaged and motivated to continue their physical literacy journey.

By incorporating these cross-context strategies, program leaders can create a holistic and supportive learning environment beyond the program’s physical setting. Positive relationships and rapport are nurtured through engagement, inclusivity, and collaboration, ultimately optimizing participants’ constant and consistent development across different contexts. This positive and motivational learning climate encourages participants to thrive in their physical literacy journey and enriches their learning experience.

This article is one of a series of posts on the Sport for Life website based on the research conducted by Drs. Kyle Pushkarenko and Jeff Crane of Memorial University. Keep an eye on our blog for information on the ten suggested best practices and ways to take action around them over the coming months.