Search

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]

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]

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]

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]

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]

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]