Abstract
In 2016, the University of Toronto adopted the Sensory Motor Instructional Leadership Experience (S.M.I.L.E.), an adapted physical activity program from Acadia University. This 12-week (60-minutes/week) physical literacy program partners a child with a disability with a Masters of Professional Kinesiology student. Each child is provided an individualized routine of one-to-one and group-based activities. The current study was a two-phased evaluation. Phase one qualitatively explored parental/caregiver experiences of S.M.I.L.E.; phase two observationally captured social interactions between the children and their S.M.I.L.E. instructors. Two focus groups with eight parents/caregivers explored familial experiences with S.M.I.L.E. An observational checklist administered during weeks 2/3 and 6/7 was used to gather data on the in-session social interactions and instructional strategies. Focus group data were analyzed using deductive thematic analysis, while the observational data were analyzed using change scores (Week 2/3 to 6/7) and their associated effects (Cohen's d). Pearson correlations were run to examine the relationships between changes in child and instructor behaviours. Findings highlight the unique one-on-one opportunities provided through S.M.I.L.E. (e.g., parental pride and child self-exploration). Large improvements in child behaviours were observed for engagement (d=1.14), social bullying (d=-1.23), activity (d=1.15) and general (d=1.62) communication, and participation in mandatory activities (d=1.12), with small decreases in non-engaged behaviours (d=-.33). For instructor behaviour, moderate improvements were shown for activity feedback (.47). Large-sized relationships were shown between changes in child's and instructor's behaviours (rs=-.66 to .95).
