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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]

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]

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]