Implementing the Canadian assessment of physical literacy on children with disabilities
LE3 .A278 2017
Bachelor of Kinesiology
The main purpose of the present study was to evaluate the feasibility and appropriateness of implementing the Canadian Assessment of Physical Literacy (CAPL) protocols in children with disabilities. Quantitative and qualitative methods were used to describe the various barriers and possible modifications required to adapt the current CAPL protocol that was initially validated for typically developing children. The aim was to develop an inclusive physical literacy assessment protocol that is designed to monitor the physical literacy levels of children and youth with varying disabilities. Concurrently, children with disabilities will be provided with opportunities to enhance their physical literacy levels. The findings from this study helped elucidate required adaptations needed within the current CAPL assessment protocol to inclusively assess all levels of abilities. The themes that emerged from the data included, the value of step by-step visual demonstrations of required tasks, the benefit of structured and unstructured physical activity environments, effective environmental adaptations, and omitting the time components. The findings from the present study will help to identify areas of improvement within the current CAPL protocol. The information generated from this study is instrumental in assessing physical literacy of children with disabilities. The aim is to ultimately enable the development an inclusive physical literacy protocol that encompasses all domains of CAPL testing. This study is a building block within the foundation of a validated inclusive physical literacy assessment.
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