Sociocultural processes of ability in Physical Education and Physical Education Teacher Education : A systematic review

© The Author(s) 2019. The aim of this study is to systematically review the empirical evidence about the sociocultural processes of ability in Physical Education (PE) and PE Teacher Education (PETE) between 2004 and 2019. Content analysis of 17 included articles demonstrated that all the studies took place in PE, but none were conducted in PETE. Qualitative methodologies were common, underpinned by a variety of theoretical approaches, such as those focused on social structures, discourses, power relations and pedagogical approaches that (re)produce social constructions of ability. Our analysis resulted in four main themes: structuring elements of the field, the able student in PE, (mis)educational consequences and practical implications. In considering findings from this study, three reflections are presented: (a) there is a clear gap in PETE literature about the sociocultural process of ability in PE; (b) understanding ability as movement literacy could be useful in PE; and (c) future research exploring how ability is socially constructed by different groups of people is needed. PETE programmes should incorporate pedagogical practices in their curriculums directed to challenge students’ views about ability, enabling them at the same time to provide more habitable learning environments in their future practice

A realist evaluation of a physical activity participation intervention for children and youth with disabilities: What works, for whom, in what circumstances, and how?

Background: The need to identify strategies that facilitate involvement in physical activity for children and youth with disabilities is recognised as an urgent priority. This study aimed to describe the association between context, mechanisms and outcome(s) of a participation-focused physical activity intervention to understand what works, in what conditions, and how. Methods: This study was designed as a realist evaluation. Participant recruitment occurred through purposive and theoretical sampling of children and parents participating in the Local Environment Model intervention at Beitostolen Healthsports Centre in Norway. Ethnographic methods comprising participant observation, interviews, and focus groups were employed over 15 weeks in the field. Data analysis was completed using the context-mechanism-outcome framework of realist evaluation. Context-mechanism-outcome connections were generated empirically from the data to create a model to indicate how the program activated mechanisms within the program context, to enable participation in physical activity. Results: Thirty one children with a range of disabilities (mean age 12y 6 m (SD 2y 2 m); 18 males) and their parents (n=44; 26 mothers and 18 fathers) participated in the study. Following data synthesis, a refined program theory comprising four context themes, five mechanisms, and six outcomes, were identified. The mechanisms (choice, fun, friends, specialised health professionals, and time) were activated in a context that was safe, social, learning-based and family-centred, to elicit outcomes across all levels of the International Classification of Functioning, Disability and Health. Conclusions: The interaction of mechanisms and context as a whole facilitated meaningful outcomes for children and youth with disabilities, and their parents. Whilst optimising participation in physical activity is a primary outcome of the Local Environment Model, the refined program theory suggests the participation-focused approach may act as a catalyst to promote a range of outcomes. Findings from this study may inform future interventions attempting to enable participation in physical activity for children and youth with disabilities