Beyond barriers: assessing physical literacy in children with special needs
DOI:
https://doi.org/10.47197/retos.v73.117640Keywords:
Physical literacy, children with special needs, inclusive Physical Education, Semarang cityAbstract
Introduction and Objective. Physical literacy is a holistic concept integrating physical, cognitive, and affective dimensions, yet its development among children with special needs in Indonesia remains understudied. This study aims to describe the level and characteristics of physical literacy among students with special educational needs in Semarang City, focusing on variations across educational stages and disability types.
Methodology. Using a quantitative descriptive design with a cross-sectional approach, data were collected from 228 students aged 6–16 years enrolled in special schools. The adapted PLAYself and PLAYinventory instruments were administered through guided observation and structured online questionnaires over three months. Descriptive statistical analysis was used to calculate means and percentage distributions for each domain of physical literacy.
Results. The findings revealed that most students were categorized within the initial and emerging levels, with improvements at the junior secondary stage followed by a decline at the senior level. The highest average scores appeared in the self-description and environment domains, while literacy and numeracy showed lower values, indicating limited cognitive integration in physical activity contexts.
Conclusion. These results suggest that the development of physical literacy in children with special needs is shaped not only by motor competence but also by psychosocial and contextual influences. The study concludes that inclusive, sustainable, and experience-based pedagogical strategies are essential to strengthen both cognitive and affective components of physical literacy, contributing to a more equitable and meaningful physical education framework for students with diverse abilities.
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