When is 'leisure' truly experienced as leisure by children with physical disabilities? An evidence synthesis of the literature

Abstract

Introduction: There is little established understanding on what defines leisure experience for children with physical disabilities. The present study synthesised existing literature about this phenomenon. Participants and Methods: Established systematic reviewing principles were used in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement to identify, select and appraise qualitative evidence about views on leisure participation in children (aged 0-18y) with physical disabilities. Textual narrative synthesis was applied to allow the emergence of themes related to the experience of leisure. Double-coding was conducted to ensure rigour. Results: Of the 5125 identified papers, fifteen were included for full analysis. The following themes emerged as central to leisure experience: Freedom of choice, 'I can do anything I want', and freedom from constraints, 'I feel free when I am doing it'; Fun, enjoyment and happiness, 'The important part is having fun'; Fulfilment through development and expression of identity, 'I was the 'charismatic cocaptain' and competence, 'I'm gonna prove you wrong, I'm gonna do it, you know'; Friendship, social connectedness, 'It's fun because all my friends do it' and belonging, 'Everyone understood and you didn't have to worry about people judging you'. Fun and fulfilment were also commonly experienced in a social context. Conclusion: Efforts to facilitate leisure participation will only be successful if children experience meaningful engagement. Increasing the physical presence of children with physical disabilities at 'leisure' activities is not sufficient. Interventions need to also focus on creating opportunities for freedom, fun, fulfilment and, especially, friendship.L716838702014-11-18 <br />