Exploring physical literacy: insights from physical education teachers in Turkey on physical activity and curriculum practices for students with autism spectrum disorder-a brief study based on interviews

The purpose of this study is to explore and deepen the understanding of physical literacy (PL) among physical education (PE) teachers in Turkey, with a specific focus on its application for students with special needs, particularly those with Autism Spectrum Disorder (ASD). The research seeks to contribute to the broader discussion on PL, emphasizing its role in fostering inclusive educational environments. Data were collected through semi-structured interviews with 8 physical education teachers (5 female, 3 male) who work with children with special needs in Turkey. A purposive sampling method was employed, ensuring a diverse group of teachers with varying years of experience and specific expertise in working with students with ASD. The interviews, which were audio-recorded and transcribed, aimed to capture teachers' knowledge and practical application of PL, exploring areas such as program design, teaching strategies, and the impact of PE on student engagement. Data analysis was conducted using NVivo software, allowing for thematic coding and identification of recurring patterns. The results revealed that while teachers recognized the importance of individualized, inclusive PL programs, gaps remain in teacher training, the use of standardized assessment tools, and access to resources. The study highlights the need for professional development and better infrastructure to support the effective implementation of PL for children with special needs. The findings suggest that enhancing teacher knowledge and providing the necessary resources will help create more inclusive, adaptable PE programs that align with the principles of PL.