Disability and rehabilitation · 2026
GAME-PLAN framework: perspectives for enhancing physical activity participation in children and youth with disabilities.
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Leite Hércules Ribeiro, Francisca Borges Ferreira Lidiane, Clutterbuck Georgina, Ferreira Coutinho Alonso Lívia, Teplicky Rachel, Claësson Débora, Fischer Gabriela, Simão Camila, Macedo Bruno, Rodrigues de Sousa Júnior Ricardo
Аннотация
PURPOSE: To provide a practical overview of the key literature and theoretical underpinnings, as well as the gaps in evidence and practice where further knowledge or efforts toward implementation are needed to promote physical activity among children with disabilities.
MATERIALS AND METHODS: We propose the GAME-PLAN framework as a guiding structure for research, education, and clinical practice: G (Goal Setting), A (Assessing Functioning and Personal Factors), M (Mapping Barriers and Supports), E (Enhancing Environmental and Personal Supports), P (Promoting Physical Literacy-Based Interventions), L (Learning Through Experience), A (Activating Community Connections), and N (Navigating Next Steps).The GAME-PLAN structure is designed to improve understanding of the steps through which greater participation in physical activity can be promoted collaboratively between all stakeholders. It is not our intention to exhaust the understanding of this topic in this perspective review, but to present this model as a useful structure for understanding and actioning the promotion of physical activity among children and youth with disabilities.
CONCLUSION: We invite stakeholders to view and explore possibilities from the GAME-PLAN perspective to promote greater opportunities for engagement and participation in physical activities among children and youth with disabilities.
MATERIALS AND METHODS: We propose the GAME-PLAN framework as a guiding structure for research, education, and clinical practice: G (Goal Setting), A (Assessing Functioning and Personal Factors), M (Mapping Barriers and Supports), E (Enhancing Environmental and Personal Supports), P (Promoting Physical Literacy-Based Interventions), L (Learning Through Experience), A (Activating Community Connections), and N (Navigating Next Steps).The GAME-PLAN structure is designed to improve understanding of the steps through which greater participation in physical activity can be promoted collaboratively between all stakeholders. It is not our intention to exhaust the understanding of this topic in this perspective review, but to present this model as a useful structure for understanding and actioning the promotion of physical activity among children and youth with disabilities.
CONCLUSION: We invite stakeholders to view and explore possibilities from the GAME-PLAN perspective to promote greater opportunities for engagement and participation in physical activities among children and youth with disabilities.