Physical Literacy in Adults with Down Syndrome: An Exploration from the Parental Perspective within a Socio-Ecological Framework
Abstract
Physical literacy (PL) is essential for lifelong movement, fostering health, inclusion, and autonomy in individuals with Down Syndrome (DS). Since cognitive differences often limit their ability to articulate experiences, parental observations provide a vital lens into sustaining their movement journeys. This study aims to examine the PL journeys of adults with DS and the multi-layered factors influencing this process within the Socio-Ecological Model (SEM) framework from a parental perspective. The research employed a qualitative phenomenological design to interpret PL experiences as defined by Whitehead (2010). The study group consisted of 10 parents, selected through criterion sampling, whose adult children (aged 20–30) living in Türkiye participate in regular physical activity. Data were collected via semi-structured interviews covering the five levels of the SEM and analyzed using deductive content analysis. Results revealed that at the intrapersonal level, affective empowerment and motor competence enhance individual autonomy. Interpersonally, parental encouragement and coach attitudes were identified as primary motivators. While environmental accessibility and institutional program suitability directly shape the process, a significant systemic gap was identified during life transitions, such as leaving school, where institutional ties are severed. In conclusion, theoretically, this study expands ecological models of physical literacy by demonstrating that micro-level foundations must be structurally aligned with macro-level policy to ensure sustainability. Practically, these findings underscore the need for policymakers and institutions to invest in environmental accessibility and continuous programming rather than isolated interventions.
Keywords
Down Syndrome, Physical Literacy, Socio-Ecological Model, Parents, Qualitative Research
Ethical Statement
References
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