Matthews Nikki, Seaman Roxanne, Bremer Emily
School of Kinesiology, Acadia University, Wolfville, NS, Canada.
Front Sports Act Living. 2023 May 2;5:1128565. doi: 10.3389/fspor.2023.1128565. eCollection 2023.
Regular physical activity is important for positive health outcomes yet, most individuals do not meet physical activity guidelines. Recent studies show that one in five Canadians aged 15 or older have one or more disabilities, yet as a population, individuals with disabilities are 16%-62% less likely to meet physical activity guidelines. The COVID-19 pandemic created additional barriers to physical activity participation as lockdowns prevented in-person programming. In response to the pandemic, the Acadia University Sensory Motor Instructional Leadership Experience (S.M.I.L.E.) Program shifted its programming to a virtual platform; however, there was little research to guide its creation, implementation, or expected outcomes. Thus, this program evaluation explored program feasibility and impact on physical activity and physical literacy.
A mixed methods case study approach was used for this project. Virtual S.M.I.L.E. took place over eight weeks in the fall of 2020. Programming consisted of three live Zoom sessions facilitated by trained program leaders, and eight weeks of at-home activity guides for participants to complete on their own time. Demographic data, physical literacy (PLAYself), and physical activity (IPAQ-A) data were collected using caregiver pre-and post-programming surveys. Throughout programming, weekly check-in surveys were sent to reflect on the previous week of programming. After the eight weeks of programming were complete, caregiver and leader interviews were conducted to understand both program implementation and performance perspectives.
Results indicated that participants' (= 15, M= 20.4 years) overall physical literacy and physical activity did not change; however, there was a decrease in the cognitive domain of physical literacy (= 0.03). Caregiver and leader interviews highlighted five main themes following the virtual programming: (a) Virtual impact on programming; (b) Programming impact on social and motor goals; (c) Impact of program design; (d) Impact on physical activity; and (e) Program feasibility for families.
Results from this program evaluation suggest that physical literacy and physical activity levels were generally maintained throughout programming and caregivers indicated several social and activity benefits. Future work includes program modifications and further evaluation of virtual adapted physical activity programming to improve the physical literacy of individuals with disabilities.
规律的体育活动对积极的健康结果很重要，然而，大多数人并未达到体育活动指南的要求。最近的研究表明，每五名15岁及以上的加拿大人中就有一人患有一种或多种残疾，然而，作为一个群体，残疾人达到体育活动指南要求的可能性要低16% - 62%。新冠疫情给体育活动参与带来了额外障碍，因为封锁阻止了线下活动安排。为应对疫情，阿卡迪亚大学感觉运动教学领导力体验（S.M.I.L.E.）项目将其活动转移到了虚拟平台；然而，几乎没有研究来指导其创建、实施或预期结果。因此，本次项目评估探讨了该项目的可行性以及对体育活动和身体素养的影响。
本项目采用混合方法案例研究方法。虚拟S.M.I.L.E.项目于2020年秋季进行了八周。活动包括由训练有素的项目负责人主持的三次Zoom直播课程，以及为期八周的家庭活动指南，供参与者在自己的时间完成。使用照顾者在项目前后的调查问卷收集人口统计学数据、身体素养（PLAYself）和体育活动（IPAQ - A）数据。在整个项目过程中，每周都会发送签到调查问卷，以回顾前一周的项目情况。在八周的项目结束后，对照顾者和负责人进行了访谈，以了解项目实施情况和绩效观点。
结果表明，参与者（n = 15，M = 20.4岁）的总体身体素养和体育活动没有变化；然而，身体素养的认知领域有所下降（p = 0.03）。照顾者和负责人的访谈突出了虚拟项目后的五个主要主题：（a）虚拟对项目的影响；（b）项目对社交和运动目标的影响；（c）项目设计的影响；（d）对体育活动的影响；以及（e）对家庭的项目可行性。
本次项目评估的结果表明，在整个项目过程中，身体素养和体育活动水平总体上得以维持，照顾者指出了几个社交和活动方面的益处。未来的工作包括对项目进行修改，并进一步评估虚拟适应性体育活动项目，以提高残疾人的身体素养。
