Self-Reported Perceived Physical Literacy in Post-Primary School Adolescents Experiencing Disability: A Cross-Sectional Study

Physical literacy provides the competencies to engage in health-enhancing physical activity. Physical literacy is inclusive of all, yet there is a scarcity of data on physical literacy in those experiencing disability. Participants were 3,964 post-primary students. Disability type, age, gender, and family affluence were recorded. Physical literacy was measured via self-report. Differences in physical literacy by disability type were analyzed using one-way MANOVA. Age, gender, and family affluence effects on physical literacy were analyzed using three-way MANOVA. Disability type had an effect on cognitive, affective, and physical domains of physical literacy (effect sizes; Ƞ2 = .036, .033, .073 respectively). Those with motoric disabilities and multiple disabilities were consistently in the lowest groups across all domains. Being female and/or of low family affluence negatively impacted physical literacy. Interventions should focus on improving physical literacy in adolescents experiencing disabilities, particularly those with motoric or multiple disabilities, and those from low family affluence.