Start Date
16-6-2025 3:30 PM
End Date
16-6-2025 5:00 PM
Abstract
Youth with intellectual and developmental disabilities (IDD) engage in low levels of physical activity (PA). School-based physical education (PE) can offer innovative and effective ways to enhance PA for youth with IDD. This study utilized an equitable, experientially informed co-production approach to develop a mixed abilities PE curriculum. A consensus-building process, the nominal group technique (NGT), was used to develop curriculum and plans for school implementation. Data were collected from: Special Olympics Ontario (n=1), teachers (n=2), and an educational assistant using interviews. Focus groups were conducted with youth with (=3) and youth without IDD (n=2). Quantitively, data were analyzed through a summing votes and descriptive statistics, and qualitatively through reflexive thematic analysis. Findings were combined with a previous scoping review and interviews to address community needs and merge them with evidence-based practices. Five curriculum units created included: Meaningful Inclusion, Building Body Awareness and Overall Wellness, Team Sports and Cooperation, Fun Fitness, and Celebrating Together. These units reflect the NGT including structural components, such as having a familiar instructor, social outcomes (e.g., building friendships) and having intentional activities to practice co-operation. The units are also informed by a previous scoping review and interviews including assigning group roles, being active in a variety of environments, and using validated fitness measures. Implementation strategies for future school delivery include adequate staff to support activities, staff and student buy-in, and having adapted equipment. This research demonstrates a practical strategy for co-producing PE curriculum to enhance school-based PA among youth with IDD and varying intersectional identities.
Recommended Citation
Huynh, Thi Nancy; Bassett-Gunter, Rebecca; Atkinson, Michael; and Arbour-Nicitopoulos, Kelly, "Co-production of a Mixed Abilities Physical Education Curriculum for Youth with Intellectual and Developmental Disabilities and varying Intersectional Identities" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 16.
https://sword.mtu.ie/isapa/2025/day1/16
Co-production of a Mixed Abilities Physical Education Curriculum for Youth with Intellectual and Developmental Disabilities and varying Intersectional Identities
Youth with intellectual and developmental disabilities (IDD) engage in low levels of physical activity (PA). School-based physical education (PE) can offer innovative and effective ways to enhance PA for youth with IDD. This study utilized an equitable, experientially informed co-production approach to develop a mixed abilities PE curriculum. A consensus-building process, the nominal group technique (NGT), was used to develop curriculum and plans for school implementation. Data were collected from: Special Olympics Ontario (n=1), teachers (n=2), and an educational assistant using interviews. Focus groups were conducted with youth with (=3) and youth without IDD (n=2). Quantitively, data were analyzed through a summing votes and descriptive statistics, and qualitatively through reflexive thematic analysis. Findings were combined with a previous scoping review and interviews to address community needs and merge them with evidence-based practices. Five curriculum units created included: Meaningful Inclusion, Building Body Awareness and Overall Wellness, Team Sports and Cooperation, Fun Fitness, and Celebrating Together. These units reflect the NGT including structural components, such as having a familiar instructor, social outcomes (e.g., building friendships) and having intentional activities to practice co-operation. The units are also informed by a previous scoping review and interviews including assigning group roles, being active in a variety of environments, and using validated fitness measures. Implementation strategies for future school delivery include adequate staff to support activities, staff and student buy-in, and having adapted equipment. This research demonstrates a practical strategy for co-producing PE curriculum to enhance school-based PA among youth with IDD and varying intersectional identities.