Creating Inclusive Youth Sport Environments with the Universal Design for Learning

Sherlock-Shangraw, Rebecca Ann

doi:10.1080/07303084.2013.757191

Cited by 24 publications

(7 citation statements)

References 6 publications

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“…This variability in the number of different BCTs identified within the coaching logs provides evidence of flexibility in the coaching methods reportedly used in the IFP program. 32 Interestingly, the study findings directly align with Hynynen et al's study, 29 However, a greater breadth of BCTs was identified in the IFP coaching logs compared to other populations and health behaviour contexts, specifically sports coach development programs for adults, 22 mobile apps to decrease sedentary time in the general population, 23 and paediatric obesity prevention interventions delivered to parents. 41 These three previous studies reported 21 (11 BCT groupings), 13 (10 BCT groupings), and 22 (11 BCT groupings) unique BCTs from the BCTTv1, respectively.…”

Section: Discussionsupporting

confidence: 75%

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Application of the behaviour change technique taxonomy (BCTTv1) to an inclusive physical literacy-based sport program for children and youth

Weissman

Perinpanayagam

Wright

et al. 2021

International Journal of Sports Science & Coaching

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Coaches play a critical role in shaping the sporting experiences of children and youth. In introductory-level grassroots sport programs, the coaching strategies used can greatly influence children’s and youths’ physical literacy development. This study identified behaviour change techniques (BCTs) used by coaches in an inclusive physical literacy-based grassroots sport program for children and youth. Specifically, the study aimed to assess the type and frequency of BCTs reported by coaches in their weekly one-on-one coaching session logs. This study focused on a community-based program (Igniting Fitness Possibilities) that supports children and youth with varied abilities in becoming engaged in local physical activity opportunities. 162 weekly coaching logs from 13 coaches (n = 8 females) were coded using Michie and colleagues’ (2013) BCT Taxonomy (BCTTv1) consisting of 93 different BCTs. A codebook was developed in accordance with the BCTTv1 to assist in identifying BCTs used within the Igniting Fitness Possibilities context. Thirty-six BCTs were identified across the coaching logs, with an average of 3.62 (SD = 2.43) different BCTs coded per log. The most commonly coded BCTs were ‘demonstration of the behaviour’ (146 codings), ‘instruction on how to perform the behaviour’ (145 codings), and ‘behavioural practice/rehearsal’ (137 codings). The findings support the applicability of the BCTTv1 to a paediatric inclusive grassroots context and provide insight into BCTs that might be most relevant to target for physical literacy development in this setting. BCT identification can also promote reflective coaching practices, help identify gaps in training, and provide a foundation for evaluating the effectiveness of coaching strategies.

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Section: Discussionsupporting

confidence: 75%

“…The inclusive program context is of particular interest since coaches within these types of sport programs must be flexible in the BCTs that they use in order to promote participation and engagement among children of varied abilities. 32…”

Section: Bct Groupingmentioning

confidence: 99%

Application of the behaviour change technique taxonomy (BCTTv1) to an inclusive physical literacy-based sport program for children and youth

Weissman

Perinpanayagam

Wright

et al. 2021

International Journal of Sports Science & Coaching

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“…Finally the empowerment model lifts issues such as how recreational programmes can be designed for inclusion and who will run them. This could, for example, be accomplished using different learning models, such as the universal design for learning (UDL) framework (Flores et al, 2013;Sherlock-Shangraw, 2013). Characteristics of the sport can be important; competitive team sports pose greater barriers to participation by young people with disabilities (Jones, 2003;Nixon Ii, 1989) than individual sports, which are easier to adapt to their needs (Grandisson et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

How sports clubs include children and adolescents with disabilities in their activities. A systematic search of peer-reviewed articles

Geidne¹,

Jerlinder²

2016

Sport Science Review

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Y oung people with disabilities participate in sports to a lesser extent than other adolescents. That physical activity has positive effects on young people are understood. Sports clubs are identified as potential environments for physical activity. The reasons why young people with disabilities participate to a lower extent in organized sport is complex and barriers can be deriving from many different levels. However, barriers have been studied more than what can facilitate participation in organized sport. Therefor the aim of this study is to increase the understanding of how sports clubs include children and adolescents with disabilities in their activities. The results of this systematic search are presented using the three research questions: What are the characteristics of the sports clubs that include young people with disabilities?; How are the young people with disabilities included in sports clubs' activities?; and finally Why are young people with disabilities included in the sports activities?. A vision must be to go from adapting physical activity for disabled persons to adapting physical activity for all people, because the diversity of people's reasons for doing sports, their differing backgrounds and their uniqueness all demand it. This will result in more people doing sports for longer in life.

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“…In this context, the emergence of regular-inclusive 1 and specialized 2 classrooms in elementary and high schools entails significant challenges for physical education teachers. They are not specifically trained to answer the needs of this particular group and thus often feel uncomfortable in their interactions with them as well as limited in their ability to adapt their activities (Block, Taliaferro, & Moran, 2013; Dowling, Fitzgerald, & Flintoff, 2012; Flores, Beyer, & Vargas, 2012; Hassan et al, 2012; Sherlock-Shangraw, 2013; Thaver & Lim, 2014). Docheff (2011) concludes, from interviews conducted with specialized trainers, that they greatly need to share their realities together along with some “hints and tips” on how to better adapt to this group.…”

Section: Literature Reviewmentioning

confidence: 99%

Inclusive Sporting Events in Schools for Youth With Disabilities in Quebec

et al. 2015

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Participating in physical activities and sports entails positive impacts for youth with disabilities regarding their physical and social well-being. In Quebec, however, opportunities to practice inclusive sports adapted to their needs are scarce beyond the boundaries of the school environment. Through 33 semi-structured interviews conducted with practitioners involved in organizing such adapted sporting events, this study aims to better understand the needs and expectations linked to these events and, simultaneously, identify the social, experiential, and educational roles of these events on youth with disabilities. Results demonstrate substantial positive impacts on these young people (enjoyment, pride, self-esteem, etc.) and on their relatives. Results also highlight several barriers, notably, material and human, that can hinder their desire to go on with physical activities and sports in their school environment.

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Creating Inclusive Youth Sport Environments with the Universal Design for Learning

Cited by 24 publications

References 6 publications

Application of the behaviour change technique taxonomy (BCTTv1) to an inclusive physical literacy-based sport program for children and youth

Application of the behaviour change technique taxonomy (BCTTv1) to an inclusive physical literacy-based sport program for children and youth

How sports clubs include children and adolescents with disabilities in their activities. A systematic search of peer-reviewed articles

Inclusive Sporting Events in Schools for Youth With Disabilities in Quebec

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