All for one and one for all? Integration in high-performance sport

Quinn, Nancy; Misener, Laura; Howe, P. David

doi:10.1080/23750472.2020.1829989

Cited by 9 publications

(16 citation statements)

References 48 publications

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“…Sykes discussed the complexities and contradictions of the Pride Houses as a “new form of sporting settler homonationalism” that was founded upon, and reproduced, settler colonial discourses about participation and displacement of Two-Spirit youth and Indigenous people (Sykes, 2016 , p. 54). In another recent study, Quinn et al ( 2020 ) examined the way sporting events that purport to be inclusive of athletes with a disability, serve to reinforce norms of able-bodiedness through discursive practices and spatialized approaches to sport services. In this case, where sport managers unanimously believed the model of integration was a fitting approach to be inclusive, those with direct sporting experiences (athletes and coaches) critically discussed the complexity of this practice and need to collectively resist these “unifying” narratives.…”

Section: Findings: Approaches To Community In Sport Managementmentioning

confidence: 99%

Theorizing Community for Sport Management Research and Practice

Rich¹,

Spaaij²,

Misener³

2021

Front. Sports Act. Living

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Community is a context for much research in sport, sport management, and sport policy, yet relatively few authors explicitly articulate the theoretical frameworks with which they interrogate the concept. In this paper, we draw from communitarian theory and politics in order to contribute to a robust discussion and conceptualization of community in and for sport management research and practice. We provide a synthesis of current sport management and related research in order to highlight contemporary theoretical and methodological approaches to studying community. We distinguish between community as a context, as an outcome, as a site for struggle or resistance, as well as a form of regulation or social control. We then advance a critical communitarian agenda and consider the practical implications and considerations for research and practice. This paper synthesizes current research and establishes a foundation upon which sport management scholars and practitioners might critically reflect on community and deliberatively articulate its implications in both future research and practice.

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Section: Findings: Approaches To Community In Sport Managementmentioning

confidence: 99%

Theorizing Community for Sport Management Research and Practice

Rich¹,

Spaaij²,

Misener³

2021

Front. Sports Act. Living

Self Cite

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“…For example, organizations frequently hold separate training camps for their Olympic and Paralympic teams and have different coaches and staff assigned to each group. The parallel arrangement of the Olympic Games followed a few weeks later by the Paralympic Games is an example of how competitions reproduce segregation whereas the Commonwealth Games that include events for athletes with and without disabilities is one of the few examples of an integrated competition in elite sport (Quinn et al, 2020). While much has been written on integration in sport contexts including exploring attitudes toward disability amongst those directly involved in integrated events (see for example, Misener et al, 2015;Paradis et al, 2017;Quinn et al, 2020), managerial perspectives on integration policies and sport delivery (Kitchin and Howe, 2014;Hammond et al, 2021) and the experiences of para-athletes in integrated organizations (Howe, 2007), little research has considered how the implications of integration shape and constrain athlete wellbeing.…”

Section: Ableist Structures and Psycho-emotional Disablismmentioning

confidence: 99%

From minding the gap to widening the gap: Paralympic athletes' experiences of wellbeing during the postponement of the Tokyo 2020 games

Bundon¹,

Trainor²,

Bennett³

et al. 2022

Front. Sports Act. Living

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In March 2020, it was announced that the Tokyo Games would be postponed for one year due to the COVID-19 pandemic. While athletes commonly face challenges in sport such as injuries, the pandemic and rescheduling of the Games was an unexpected event that had serious potential to challenge the psychological wellbeing of athletes. Furthermore, it was an event that was simultaneously experienced by all athletes preparing for the Games. It provided a novel opportunity to explore how athletes navigated this challenging environment and the subsequent potential impact on their psychological wellbeing. It also provided a unique opportunity to engage para-athletes and explore how they experienced the pandemic and postponement. This manuscript draws on a larger qualitative study of 21 Canadian athletes (14 Olympic and seven Paralympic) who were on target to compete at the 2020 Games when the postponement was announced. For this manuscript, we focus on the accounts of seven Paralympic hopefuls and their experiences of adjusting to the postponement, while attending to the unique social identities of athletes with disabilities. Adopting a constructionist lens, semi-structured interviews were conducted at two time points. Through reflexive thematic analysis, we developed three themes. “We are all in the same boat. . . or are we?” describes the Paralympic hopefuls experiences early in the pandemic and how they felt united by the Canadian response to withdraw from the Games. It then discusses how, over time, they started to understand athletes with disabilities were being inequitably impacted by the pandemic and related public health measures. “Maybe it means more to them than us” examines how their perceptions changed as they acknowledged that although all athletes were facing a disruption to their sport careers, the implications were not the same for all. “Vulnerability and the Paralympic athlete” addresses how Paralympic athletes engaged with societal narratives about risk, vulnerability and disability and what this meant for the Paralympic Movement's response to the pandemic. “Honestly, I've experienced it before” examines how the Paralympic hopefuls drew on past experiences of injury to navigate the pandemic and the protective impact on their psychological wellbeing. Findings shed light on how systemic ableism interacted with the pandemic to magnify feelings of inferiority and further marginalization but also how para-athletes drew on past experiences to navigate challenges to their psychological wellbeing.

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“…It is argued that experiences and discourses around sports mostly internalize and take ableism-based identities as a given [183,188,190], and ableism is one reason for why disability sports have largely been ignored, in the context of diversity management in sports [196]. It is argued that it is critical to understand "ableism and how ableistic ideology informs sporting theory, sport science and sport management" [197] (p. 5).…”

Section: The Issue Of Ableismmentioning

confidence: 99%

“…Ableism is also used as a conceptual framework, to call out ability-based discriminations against disabled people within the kinesiology, sports, physical education, and physical education literature [91,149,151,[183][184][185][186][187][188][189][190][191][192][193][194]. Ableism is seen as one reason for the invisibility of disabled people and their problems in many subject topics and degrees [196], and it is argued that it is critical to understand "ableism and how ableistic ideology informs sporting theory, sport science and sport management" [197] (p. 5), and a "different ability curriculum, which destabilises notions of normativity and challenges the status quo regarding ability" is needed [194] (p. 518). As such, the problems indicated in sports, physical education, physical activity, and kinesiology, under the concept of ableism, suggest the need for critical evaluation of EDI frameworks and policies developed under EDI phrases that are applied to disabled people, which sports, physical education, physical activity, and kinesiology are well situated to provide.…”

Section: The Issue Of Ableismmentioning

confidence: 99%

Kinesiology, Physical Activity, Physical Education, and Sports through an Equity/Equality, Diversity, and Inclusion (EDI) Lens: A Scoping Review

Arora

Wolbring

2022

Sports

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Background: Equity, equality, diversity, and inclusion are terms covered in the academic literature focusing on sports, kinesiology, physical education, and physical activity, including in conjunction with marginalized groups. Universities in many countries use various EDI policy frameworks and work under the EDI headers “equality, diversity and inclusion”, “equity, diversity and inclusion”, “diversity, equity and inclusion”, and similar phrases (all referred to as EDI) to rectify problems students, non-academic staff, and academic staff from marginalized groups, such as women, Indigenous peoples, visible/racialized minorities, disabled people, and Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, and Two-Spirit (LGBTQ2S+) experience. Which EDI data, if any, are generated influences EDI efforts in universities (research, education, and general workplace climate) of all programs. Method: Our study used a scoping review approach and employed SCOPUS and the 70 databases of EBSCO-Host, which includes SportDiscus, as sources aimed to analyze the extent (and how) the academic literature focusing on sports, kinesiology, physical education, and physical activity engages with EDI. Results: We found only 18 relevant sources and a low to no coverage of marginalized groups linked to EDI, namely racialized minorities (12), women (6), LGBTQ2S+ (5), disabled people (2), and Indigenous peoples (0). Conclusion: Our findings suggest a gap in the academic inquiry and huge opportunities.

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All for one and one for all? Integration in high-performance sport

Cited by 9 publications

References 48 publications

Theorizing Community for Sport Management Research and Practice

Theorizing Community for Sport Management Research and Practice

From minding the gap to widening the gap: Paralympic athletes' experiences of wellbeing during the postponement of the Tokyo 2020 games

Kinesiology, Physical Activity, Physical Education, and Sports through an Equity/Equality, Diversity, and Inclusion (EDI) Lens: A Scoping Review

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