Physical literacy development in people with Parkinson’s: a case study of participant perspectives within community-based physical activity programming

Abstract

Physical inactivity among older adults is a present issue globally. As the population is getting older, it is necessary to explore approaches and strategies that may promote physically active lifestyles and healthy aging. Physical literacy is one possible framework researchers and practitioners have pursued due to its capacity to foster meaningful experiences with movement and increase lifelong physical activity for all. While physical literacy appears promising, its use has been centralized in children and youth, with minimal understanding of the concept’s application for older adults with chronic conditions or diseases. This research explored the perspectives of people with Parkinson’s within a community-based organization and highlights how their experiences in physical activity programming contributed to their physical literacy development. The research question was, “How does inclusive, community-based physical activity programming contribute to the overall physical literacy development of individuals living with a specific chronic condition or disease?” To address this question, a qualitative study was conducted using semi-structured interviews with eight older adults aged 60 – 77 diagnosed with Parkinson’s. This single case study of one community-based organization was guided by interpretive description methodology and the communities of practice theoretical model knowledge as the conceptual framework. Data analysis resulted in three overarching themes: (1) United Through Participation, (2) Collaboration at all Levels and (3) Meaningful Engagement. Participants attributed great value to their involvement within the community-based organization and its positive impact on their holistic development; however, this area of research warrants further inquiry to understand the complete application of physical literacy for this population.