Table 9 Participant comments about the Consensus Statement, with Steering Committee decisions/actions
From: Canada鈥檚 Physical Literacy Consensus Statement: process and outcome
Themes from participant comments | Steering Committee decisions and actions |
|---|---|
There were many comments related to the 鈥渞eadability鈥� / literacy level / wordiness of the statement and the elements | Agreed that the Consensus Statement is meant for practitioners. Determined that the communication materials would take the Consensus Statement and bring it to life and that it would be presented in a different formats that will address the needs of specific sectors. The Consensus Statement would be tweaked to enhance its readability (vs literacy level). Miscellaneous comments would be addressed when the communications materials were produced. The Consensus Statement was sent to an experienced copy editor for comments/edits. |
Many comments discussed the challenges related to implementation as opposed to the definition of physical literacy itself (socio-economic status, funds required, decision makers鈥� support, etc.) | These comments were to be considered in the development of the communications materials. |
Many comments were concerned about the 鈥榩ersonal responsibility鈥� aspect and the 鈥榲alue鈥� 鈥� the Consensus Statement seemed to many to be more directed to adults rather than kids | The reference to 鈥榩ersonal responsibility鈥� needs discussion in the manuscript (this paper), as it relates to a person鈥檚 different stages of life (e.g., in the case of children, significant others share the responsibility). |
There were some comments that the elements should be reordered, with physical being first | It was agreed to format the document in two ways and then determine the best way of presenting the information in a neutral way: (1) present as a list, but remove the letters in front of the words (suggesting an order) and (2) present in a four-column format. In the end it was decided to list in the order they are mentioned in the definition. Wording added to the introductory sentence that emphasizes that fact that all elements are of equal importance, but that the relative importance may vary throughout one鈥檚 life. |
Many had a hard time with the 鈥渁ffective鈥� element, particularly related to motivation. Further, many did not think we captured the 鈥渆njoyment鈥� aspect | The concern re 鈥渕otivation鈥� was discussed and it was agreed that this is a seminal construct in the definition of physical literacy. The definition was changed to: 鈥淢otivation and confidence refers to an individual鈥檚 enthusiasm, enjoyment of and self-assurance to ...鈥�. |
There were comments asking that the Consensus Statement bring in the contribution of positive experiences and address overall development as a whole person / holistic approach | The comments related to positive experiences would be addressed in messaging and implementation materials and, therefore, would not be added into the Consensus Statement. With regard to the notion of the whole person 鈥� a sentence would be added to the core principles (as #5): 鈥淧hysical Literacy contributes to the development of the whole person.鈥� The manuscript (this paper) would discuss the whole person/holistic approach / physical literacy鈥檚 contribution to health and wellness. |
Many comments addressed what currently appears in the Core Principles 鈥� need to explain the information more clearly | Left as is, with 2 changes: Add a 5th bullet Bullet 3 will now read: 鈥淪hould be cultivated and enjoyed through a range of experiences in different environments and contexts鈥� |