Physical Literacy and Lifespan Transitions: Retrospectively Exploring the Adolescent-to-Adult Journeys of Individuals With Intellectual Disabilities

To date, research on physical literacy (PL) has primarily focused on fostering development in early childhood. While this early stage is crucial for lifelong engagement, other significant transitions, such as the shift from adolescence to adulthood, have been less thoroughly investigated. This study delved into the experiences and perceived PL journeys of young adults within their transition from adolescence to adulthood, specifically those with intellectual disabilities. Utilizing the COM-B model of behavior change (Capability, Opportunity, Motivation-Behavior) as a conceptual framework and an interpretive phenomenological analysis methodology, semistructured interviews were conducted with five young adults age 20-26 years. The analysis identified three themes: shaping perspectives and action, a team-based approach, and exploring opportunities everywhere. Despite encountering barriers during this vulnerable period, participants exhibited resiliency and a proactive attitude toward their PL journeys. Findings underscored the necessity of support and interventions to facilitate continued growth in PL as individuals with intellectual disabilities transition into adulthood.