Building Physical Literacy: The PLAYshop Approach for parents of children with intellectual disabilities

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Introduction Parents play a pivotal role in fostering children’s physical literacy (PL) and fundamental movement skill (FMS) development. However, many parents lack the knowledge and confidence to implement activities that nurture their child’s PL at home. This study explored the impact of a parent-focused PL intervention (the PLAYshop), on improving the knowledge and confidence of parents (control n = 25, intervention n = 36, 34% males, mean age 47.61 ± 18.95) of children with intellectual disabilities (CwID). Aligning with the conference theme, ‘Creating New Opportunities to Thrive,’ and supporting SDG 3, Health and Wellbeing, this research highlights how empowering parents can enhance the development of PL in CwID, ultimately promoting their overall health and wellbeing. Methodology This study replicated the PLAYshop intervention methodology (Lane et al., 2021). The PLAYshop involved one face-to-face 60-minute workshop, provision of equipment, educational materials and weekly booster emails. Pre- (Control and Intervention) and post (Intervention)-workshop questionnaires were completed by participants. Results A statistically significant difference was found for parents’ overall knowledge (n = 9 items) (t(28)= −6.94, p <.001, Cohen’s d = 1.29) from pre- to post-workshop. Similarly, a statistically significant difference was found for parents’ overall confidence (n = 11 items) (t(28) = -6.13, p < .001, Cohen’s d = 1.14) from pre- to post-workshop. Conclusions Parents’ self-reported knowledge and confidence to support their child’s PL development significantly increased after PLAYshop participation. Parents' satisfaction with workshop content, delivery and usefulness were high. The results demonstrate that the PLAYshop is a feasible physical literacy intervention for parents of CwID. References Barnett, L. M., Stodden, D., Cohen, K. E., Smith, J. J., Lubans, D. R., Lenoir, M., Iivonen, S., Miller, A. D., Laukkanen, A., Dudley, D., Lander, N. J., Brown, H., & Morgan, P. J.(2016). Fundamental Movement Skills: An Important Focus. Journal of Teaching in Physical Education, 35(3), 219–225. https://doi.org/10.1123/jtpe.2014-0209 Flynn, R., Pringle, A., & Roscoe, C. M. P. (2023). Direct Parent Engagement to Improve Fundamental Movement Skills in Children: A Systematic Review. Children (Basel, Switzerland), 10(7). https://doi.org/10.3390/children10071247 Kavanagh, H., Manninen, M., & Issartel, J. (2023). Comparing the fundamental movement skill proficiency of children with intellectual disabilities and typically developing children: A systematic review and meta-analysis. Journal of Intellectual Disability Research, 67(12), 1336–1353. https://doi.org/10.1111/jir.13012 Lane, C., Carson, V., Morton, K., Reno, K., Wright, C., Predy, M., & Naylor, P.-J. (2021). A real-world feasibility study of the PLAYshop: A brief intervention to facilitate parent engagement in developing