12 results on '"Leo, Jennifer"'
Search Results
2. A pragmatic approach to measuring physical literacy and behavioural outcomes in youth with and without disabilities.
- Author
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Arbour-Nicitopoulos, Kelly P., Bremer, Emily, Leo, Jennifer, and Wright, F. Virginia
- Abstract
Copyright of Leisure/Loisir: Journal of the Canadian Association for Leisure Studies is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
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3. We want more! Examining the perceived training and information needs of health and fitness practitioners about disability and physical activity.
- Author
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Leo, Jennifer, Tomasone, Jennifer R., Bassett-Gunter, Rebecca L., Knibbe, Tara Joy, and Latimer-Cheung, Amy
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PROFESSIONS , *PHYSICAL fitness , *PHYSICAL activity , *SURVEYS , *RESEARCH funding , *ACCESS to information , *INFORMATION needs , *PEOPLE with disabilities , *HEALTH promotion - Abstract
A lack of disability-specific knowledge among practitioners poses a significant barrier to physical activity (PA) participation for persons with physical disabilities (PWPDs). This study aimed to identify perceived training needs of health and fitness practitioners to support PA for PWPDs. Canadian health and fitness practitioners (n = 115; 81% female) completed an online survey. More specialized training and access to information about PA for PWPDs are needed. In-person training, webinars, and lived experiences of PWPDs are recommended. [ABSTRACT FROM AUTHOR]
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- 2023
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4. Playground Inclusivity for Children With a Disability: Protocol for a Scoping Review.
- Author
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Taylor, Leah G., Vanderloo, Leigh M., Arbour-Nicitopoulos, Kelly P., Leo, Jennifer, Gilliland, Jason, and Tucker, Patricia
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CHILDREN with disabilities ,PLAYGROUND games ,PLAY environments ,PSYCHOMETRICS ,SOCIAL integration - Abstract
Background: Although playgrounds are designed to promote outdoor play, children with disabilities may be unable to engage in these spaces due to intrinsic and extrinsic factors. Previous research has examined inclusive/accessible playground design when developing new playgrounds; however, it is unclear if there is a best-practice tool for evaluating the inclusivity of existing playground structures. Objective: A scoping review of both peer-reviewed and grey literature will be employed to explore evaluation tools for playground inclusivity, to enable the participation of children with disabilities. Methods: The conduct of this study will adhere to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. A search for peer-reviewed research studies will be conducted in the following electronic databases: MEDLINE, Scopus, CINAHL, and Embase. Grey literature will be examined via a three-step process: (1) a search in the Canadian Health Research Collection Database; (2) a targeted Google search; and (3) reference list searching. Titles, abstracts, keywords, and full texts of identified studies will be independently screened for inclusion by two reviewers. A synthesis of included articles will describe the publication and auditing tool details. A summary of the findings will highlight the types of playgrounds measured, types of disability considered, measures of inclusion used, and psychometric properties. Results: Database searches for peer-reviewed articles were completed in December 2021. A total of 1471 unique records were returned after the removal of 559 duplicate records. Full texts of 167 studies meeting eligibility criteria will be reviewed. The peer-reviewed research search will guide the grey literature search. The scoping review is planned for completion in 2022. Conclusions: A rigorous search of the literature will determine the availability of tools for evaluating existing playground structures for the inclusivity of children with disabilities. The results will inform recommendations on tool applications, and applicable knowledge translation activities. [ABSTRACT FROM AUTHOR]
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- 2022
- Full Text
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5. Understanding Dignity: Experiences of Impairment in an Exercise Facility.
- Author
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Johnston, Keith R., Goodwin, Donna L., and Leo, Jennifer
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AUTONOMY (Psychology) ,DIGNITY ,FOCUS groups ,INTERVIEWING ,PHENOMENOLOGY ,RESEARCH methodology ,PHYSICAL fitness centers ,PEOPLE with disabilities ,RESTROOMS ,ACCESSIBLE design ,SAMPLE size (Statistics) ,JUDGMENT sampling ,THEMATIC analysis - Abstract
Dignity, as an essential quality of being human, has been overlooked in exercise contexts. The aim of this interpretative phenomenological study was to understand the meaning of dignity and its importance to exercise participation. The experiences of 21 adults (11 women and 10 men) from 19 to 65 yr of age who experience disability, who attended a specialized community exercise facility, were gathered using the methods of focus-group and one-on-one interviews, visual images, and field notes. The thematic analysis revealed 4 themes: the comfort of feeling welcome, perceptions of otherness, negotiating public spaces, and lost autonomy. Dignity was subjectively understood and nurtured through the respect of others. Indignities occurred when enacted social and cultural norms brought dignity to consciousness through humiliation or removal of autonomy. The specialized exercise environment promoted self-worth and positive self-beliefs through shared life experiences and a norm of respect. [ABSTRACT FROM AUTHOR]
- Published
- 2015
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6. Leave No One Behind: Using Flow Learning to Increase Outdoor Recreation Opportunities for People of All Abilities.
- Author
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Leo, Jennifer, Mustafa, Hamid, Mourton, Niamh-Elizabeth, and O'connor, Ann
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ADVENTURE therapy , *GOAL (Psychology) , *LEARNING , *MAPS , *NATURE , *PEOPLE with disabilities , *RECREATION - Abstract
The UN's Sustainable Development Goals (SDGs) promote sustainable development, including access to nature. Despite benefits associated with outdoor engagement, people with disabilities are less likely to have access. The Flow Learning framework has potential to promote outdoor engagement for people with disabilities. Flow Learning involves a sequence of activities to introduce and engage learners with nature. This paper uses a case example to present a potential applications of Flow Learning to develop meaningful outdoor activities for adults with disabilities (aged 18 to 25 years) within the context of the SDGs. Discussion focuses on how Flow Learning is useful to develop structured programming that stimulates outdoor appreciation among people with disabilities. [ABSTRACT FROM AUTHOR]
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- 2018
7. Physical Activity Preferences, Attitudes, and Behaviour of Children and Youth With Physical Disabilities.
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Leo, Jennifer Anne, Faulkner, Guy, Volfson, Zlata, Bassett-Gunter, Rebecca, and Arbour-Nicitopoulos, Kelly
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ANALYSIS of variance ,ATTITUDE (Psychology) ,CHI-squared test ,PSYCHOLOGY of children with disabilities ,PROBABILITY theory ,QUESTIONNAIRES ,PHYSICAL activity ,DATA analysis software ,DESCRIPTIVE statistics - Abstract
Despite the numerous benefits of physical activity (PA) participation, children and youth with physical disabilities (CYPD) are not active enough. Limited research has explored the PA preferences and attitudes of CYPD, which are critical to the design of effective community-based PA programs. To address this gap, this study examined the PA preferences and attitudes of CYPD (N = 38, mean age = 15 years, 54% male). Top PA preferences included: being active after school (39.5%), in a gymnasium setting (52.6%), at a moderate intensity (52.6%), and with close friends (65.8%). Participants reported high positive attitudes (M = 4.36 out of 5) toward PA. This study offers important findings for therapeutic recreation (TR) professionals to consider as they design, deliver, and assist children and youth to locate PA programs within their communities. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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8. A Place for Everyone? The Challenge of Promoting Community Inclusion at a Recreation Centre.
- Author
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Zitzelsberger, Hilde and Leo, Jennifer
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RECREATION centers , *INCLUSIONARY housing programs , *PHYSICAL activity , *QUALITY of life , *QUALITATIVE research - Abstract
Inclusion involves individuals with and without disabilities interacting together in various aspects of community life. Inclusive participation has received significant attention in areas of physical activity and recreation in community settings. Although the positive health outcomes, such as improved quality of life, increased physical fitness, enhanced social relationships, and increased appreciation for diversity have been well documented, barriers to community-based inclusion still exist. Negative societal attitudes related to disability and physical activity may continue to pose challenges to promoting messages of health and participation. Employing a qualitative case study method, we explored meaning of inclusion among community and staff members of an inclusive community recreation facility in Ontario, Canada. Study findings revealed that inclusion is a highly complex phenomenon, particularly when multiple perspectives among people with and without disabilities are taken into account. Social change is a process that builds over time and examining responses to inclusion plays a pivotal role to determine how to best promote and encourage participation in community recreation for individuals with and without disabilities. [ABSTRACT FROM AUTHOR]
- Published
- 2016
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9. An environmental scan of weight assessment and management practices in paediatric spina bifida clinics across Canada.
- Author
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McPherson, Amy C., Leo, Jennifer, Church, Paige, Lyons, Julia, Chen, Lorry, and Swift, Judy
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RISK of childhood obesity , *BODY weight , *COMMUNICATION , *HEALTH care teams , *QUESTIONNAIRES , *SCALE analysis (Psychology) , *SPINA bifida , *THEMATIC analysis , *BODY mass index , *CROSS-sectional method , *DATA analysis software , *DESCRIPTIVE statistics - Abstract
Childhood obesity is a global health concern, but children with spina bifida in particular have unique interacting risk factors for increased weight. PURPOSE: To identify and explore current clinical practices around weight assessment and management in pediatric spina bifida clinics. METHODS: An online, self-report survey of healthcare professionals (HCPs) was conducted in all pediatric spina bifida clinics across Canada (15 clinics). Summary and descriptive statistics were calculated and descriptive thematic analysis was performed on free text responses. RESULTS: 52 responses across all 15 clinics indicated that weight and height were assessed and recorded most of the time using a wide variety of methods, although some HCPs questioned their suitability for children with spina bifida. Weight and height information was not routinely communicated to patients and their families and HCPS identified considerable barriers to discussing weight-related information in consultations. CONCLUSION: Despite weight and height reportedly being measured regularly, HCPs expressed concern over the lack of appropriate assessment and classification tools. Communication across multi-disciplinary team members is required to ensure that children with weight-related issues do not inadvertently get overlooked. Specific skill training around weight-related issues and optimizing consultation time should be explored further for HCPs working with this population. [ABSTRACT FROM AUTHOR]
- Published
- 2014
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10. Understanding the experiences of parents of disabled and non-disabled children at playgrounds designed for disability inclusion.
- Author
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Luna-Lupercio, Bianca, H. Shirazipour, Celina, Duong, Amber, Buliung, Ronald, Ross, Timothy, Brown, Denver M. Y., Leo, Jennifer, Latimer-Cheung, Amy E., and Arbour-Nicitopoulos, Kelly P.
- Abstract
Abstract\nDisabled children and their families are often excluded from community play opportunities, including playgrounds. One potential solution is inclusive playgrounds. This study explores the experiences of parents of disabled and non-disabled children at playgrounds inspired by Principles of Universal Design. Semi-structured interviews were conducted with 29 parents (16 parents of disabled children) located across four Canadian cities with newly built inclusively designed playgrounds. Data were analyzed using reflexive thematic analysis. Three themes were identified, providing opportunities for critical understandings of ableism in community play spaces and the impact on children and their families: (i) inclusive playgrounds as a platform for disability advocacy; (ii) opportunities for social and emotional development; and (iii) inclusive play may influence family dynamics. Findings highlight the value of universal design, but indicate that physical environments alone do not ensure social inclusion, as social barriers can continue to exist even in spaces purposefully designed for disability inclusion. Points of interestDisabled children are often excluded from playing at playgrounds due to design limitations, but one solution may include building playgrounds informed by the Principles of Universal Design.Playgrounds designed for disability inclusion provide many benefits, such as opportunities to champion disability advocacy, support disabled children in developing critical social skills, and bringing play into the lives of families with disabilities.Playgrounds designed for disability inclusion are a starting point to reducing physical barriers for disabled people but additional work and resources are needed to achieve full social inclusivity.Findings can help guide designs of future playgrounds and other community spaces to improve inclusivity of people of all abilities.Disabled children are often excluded from playing at playgrounds due to design limitations, but one solution may include building playgrounds informed by the Principles of Universal Design.Playgrounds designed for disability inclusion provide many benefits, such as opportunities to champion disability advocacy, support disabled children in developing critical social skills, and bringing play into the lives of families with disabilities.Playgrounds designed for disability inclusion are a starting point to reducing physical barriers for disabled people but additional work and resources are needed to achieve full social inclusivity.Findings can help guide designs of future playgrounds and other community spaces to improve inclusivity of people of all abilities. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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11. Experiences of Disability Simulations
- Author
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Leo, Jennifer A
- Subjects
- Reflexive, Impairment, Post-Secondary, Disability, Interpretative Phenomenological Analysis, Accessibility, Disability Simulations, Pedagogy, Lived experience, Qualitative, Situated learning, Ableism, Self-narrative
- Abstract
Abstract: Disability simulations are experiential learning activities that have been used to simulate the functional and cultural experiences associated with disability. Despite their widespread use in post-secondary settings (e.g., physical education, recreation, medicine, and nursing), there is dis-agreement about their ethical use, value, and efficacy, within the field of adapted physical activi-ty. The purpose of this dissertation was to examine the use of disability simulations as a peda-gogical tool in an adapted physical activity post-secondary setting. In Study One, interpretative phenomenological analysis (IPA) was used to examine how disability simulations were experi-enced by undergraduate students in a required adapted physical activity course. The experiences of four students were captured through reflective journals and one-on-one interviews over the course of one term. The conceptual framework of situated learning, specifically the concepts of artefacts (i.e., wheelchairs) and their visibility were used to interpret the findings. The findings were focused on the participants’ emotional responses towards the use of wheelchairs as disabil-ity artefacts, their heightened awareness of the environmental barriers associated with culturally and socially normative activities, and their management of discomfort with the knowledge that simulations are temporary experiences. In Study Two, an autoethnographic study was completed to explore meaning making as a graduate student teaching assistant tasked with leading disability simulation activities. Data were comprised of reflective journals. Through the preparation of rep-resentational vignettes, stories across the professional and practical knowledge landscapes were presented. Ableism provided a useful lens for understanding a non-disabled instructor’s reflec-tions on leading disability simulations. The reflections centred on instructor competence as a way to legitimize the instructor’s position in the teaching setting, the influence of expertism, ableist norms, and assumptions (e.g., disability as desirable lived experience to support professionally, yet not an experience one would choose personally), and uneasiness with the absence of authen-tic disability experiences within the use of disability simulations. In Study Three seven members of the disability community shared their thoughts, ideas, and experiences on disability simulation use. The IPA methods of reflective writing and one-on-one interviews were utilized to capture participants’ experiences. The participants’ experiences were once again interpreted through the lens of ableism to illustrate possible tensions of disability representation by non-disabled instruc-tors through simulated embodiment of impairment. The participants disclosed a collective ques-tioning of their absence from the design and delivery of disability simulations, they spoke to a juxtaposition of disability reality with simulations and they revealed conflicting views between the role of fun as an engagement strategy or as a distraction from deeper reflection. The com-bined findings of the studies in this dissertation provided insights into the assumptions, percep-tions, and experiences of disability simulation use in post-secondary settings. The visibility and performativity associated with disability simulations led, in part, to the reinforcement of disabil-ity as an undesirable way of being in the world. This expression by students and the instructor occurred even in light of theoretically grounded classroom discussions that people are not solely defined by the disabling impacts of physical, social and cultural barriers. To unseat ableistic be-liefs, values and assumptions, involvement of members of the disability community in the plan-ning and implementation of simulations was deemed essential so as not to perpetuate stigmatiz-ing discourses of disabled embodiment. Involving members of the disability community intro-duces a possible strategy to bring about awareness of the social, cultural, and political factors that influence lived experiences of disability beyond the brief, simulated pedagogical activities. The use of disability simulations as a pedagogical tool has a complexity that is layered with ableist assumptions that have underpinned their design and facilitation, and the social, cultural, and political factors that have influenced the various perspectives of community members who may or may not have lived experiences of disability.
- Published
- 2016
12. A cross-sectional examination of the 24-hour movement behaviours in Canadian youth with physical and sensory disabilities
- Author
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Kelly P. Arbour-Nicitopoulos, Ritu Sharma, Amy E Latimer-Cheung, Rebecca L Bassett-Gunter, Tim Olds, Kathleen A. Martin Ginis, Jennifer Leo, Arbour-Nicitopoulos, Kelly P, Bassett-Gunter, Rebecca L, Leo, Jennifer, Sharma, Ritu, Olds, Timothy, Latimer-Cheung, Amy E, and Martin Ginis, Kathleen A
- Subjects
Gerontology ,Adult ,Male ,Canada ,Adolescent ,Population ,Physical activity ,physical activity ,Sample (statistics) ,Logistic regression ,Screen Time ,03 medical and health sciences ,Screen time ,Young Adult ,0302 clinical medicine ,sedentary behaviour ,Humans ,Disabled Persons ,030212 general & internal medicine ,sleep ,education ,Child ,Active play ,youth ,education.field_of_study ,24-hour movement continuum ,Descriptive statistics ,Public Health, Environmental and Occupational Health ,General Medicine ,Guideline ,Cross-Sectional Studies ,disability ,Female ,Sedentary Behavior ,Psychology ,Sleep ,030217 neurology & neurosurgery - Abstract
Background: Canada's 24-Hour Movement Guidelines for Children and Youth provide daily recommendations for physical activity (PA), screen time, and sleep for optimal health. The appropriateness of such guidelines for youth with disabilities remains unknown. Objective: To cross-sectionally examine the 24-h movement behaviours and guideline adherence in youth (ages 12–21 years) with physical and sensory disabilities. Methods: 54 youth with physical and sensory disabilities completed two, 24-h recalls to assess PA, sedentary behaviour, and sleep. Descriptive statistics were used to analyze behavioural patterns and guideline adherence. Gender and age differences were tested using analyses of variance and logistic regressions. Results: 55.5%, 13.0%, and 53.7% of the sample met the individual guidelines for PA, sedentary behaviour, and sleep, respectively. 3.7% of the sample met all three movement guidelines. No significant gender or age differences in guideline achievement were found. Over a 24-h period, youth spent 77 (59) minutes engaging in moderate to vigorous PA, 252 (120) minutes engaging in sedentary activity, and 546 (90) minutes sleeping. Boys reported significantly more time (adjusted Mdifference = 11 min) playing passive video games than girls. Conclusion: Overall, our sample of youth with physical and sensory disabilities falls far short of meeting the Canadian 24-Hour Movement Guidelines for Children and Youth. The low proportion of youths’ time spent engaging in sport and active play is concerning, highlighting the importance of creating access to these types of PA experiences for this population. Future population-based research is needed among children and youth with all types of disabilities to build an evidence-base of their movement behaviours. Refereed/Peer-reviewed
- Published
- 2020
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