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Published on: April 21, 2017
Using physical literacy to understand physical activity after ACL reconstruction: A qualitative descriptive analysis
Rachel R Kleis1, Jennifer E Tinsley Kubala2, Deirdre Dlugonski3
1Department of Kinesiology, College of Health and Human Sciences, University of Wisconsin Eau Claire, Eau Claire, WI, USA.
Objectives:
To examine perceptions of physical literacy and physical activity (PA) and explore how components of physical literacy interact with PA participation in young adults with a history of ACLR.
Design:
Qualitative descriptive analysis with a positive/negative deviance framework.
Setting:
Research laboratory.
Participants:
Forty-five young adults (ages 18-35) with a history of ACLR completed one-week of PA observation using an accelerometer. The positive/negative deviance framework identified ten participants to complete semi-structured interviews based on their PA participation.
Main Outcome Measures:
Weekly moderate-to-vigorous PA. Individual semi-structured interviews were conducted in-person. A collaborative analysis process was used to identify themes and subthemes from participant interviews.
Results:
The semi-structured interviews identified four higher-order themes: Barriers to PA; Facilitators to PA; Knowledge influences recovery and PA after sport; and Establishing a routine for PA. Within these, 12 sub-themes were identified in which participants discussed the roles of motivation, confidence, physical competence, and knowledge for PA participation after ACLR.
Conclusion:
The results suggest that individuals with a history of ACLR may benefit from additional education and support throughout ACLR recovery and as they transition from organized sport into lifelong PA engagement.
