SENSE-ational Schools: Physical literacy enriched movement opportunities for students with neurodiversity

Researchers: Greg Bennett (Saskatoon Public Schools), Blair Ross (Saskatoon Public Schools), Natalie Houser (University of Saskatchewan) and Louise Humbert (University of Saskatchewan).

Project Summary:

Physical education (PE) is a required area of study in the K-9 curriculum and provides valuable opportunities for students to learn the skills, gain knowledge to be physically active and develop positive relationships with peers. Additionally, PE can provide students with a sense of belonging in movement spaces within and beyond the PE context.

Instructional spaces in PE classes can often be overstimulating which may present barriers to participation among students with neurodiversity, yet PE presents opportunities to develop physical, social, psychological, and creative skills when barriers are removed.

Physical literacy can be defined as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life” and is a way to support the holistic development of all students of all abilities. Physical literacy is featured in all PE curricula in Saskatchewan.

The goal of this project is therefore to “physical literacy enrich” the PE context and other school movement contexts, to make the space more inclusive for students with neurodiversity so they can participate fully alongside their peers. Movement experiences in school can help students develop authentic connections, fostering relatedness and leading to feelings of belonging, empathy for others and a desire to participate.

Authentic inclusive movement participation has benefits to all students and as such contribute to the development of empathy and respect. This project aims to equip teachers with the pedagogical tools to enhance instruction to create barrier-free participation for students with neurodiversity, as well as to provide workshops to aid in development of staff approaches in movement contexts.

This project will involve a collaborative effort among various school staff members including PE teachers, classroom teachers, educational assistants and others, as well as the critical contribution of students.

This will be a multi-method study examining the impact of inclusive movement experiences in schools on staff and students.