Framing Cross-Cultural Ethical Practice in Adapt[ive] Physical Activity

Abstract

Academics and practitioners are often at a loss when it comes to understanding the ethical sociopolitical and cultural contexts that invades the world of adapted physical activity (APA). Ethical practice is situated in the local and the specific. In this paper we highlight that both academics and practitioners need to be ever mindful that the cultures surrounding the education, sport and rehabilitation components of APA are distinctive environments that vary across the globe. Because of the cultural diversity surround APA, we set out an embryonic framework for ethically thinking about practice in our field. Ultimately we hope that this framework will go some way to illuminate questions of situated ethical importance that are becoming increasing conundrums within APA.

Adaptation of Ruffier’s Test for Assessment of Heart Workability of Students With Health Problems

“…Among them there are: − Increase of motivation component of sports practicing [25,36] considering students' reactions to physical loads [46]; − Optimization of physical loads' volumes for students, considering their individual fitness [26,40,41,65]; − Reduction of environmental and harmful habits' negative influence [50,51]; − Application of modern and new training methods [61,63]; − Organization of proper pedagogic control in trainings of students with different fitness [28,47]; − Raising of health criteria, considering psychological factors' influence [48,52] and health culture formation [71]; − Implementation of physical education pedagogic technologies in the process of training of students with different nosologies [22,54,59,62]; − Application of health related students' trainings with sport competition elements [57]; − Individual approach in choice of strategy, tactic and methodological provisioning of physical rehabilitation for students with pathologies [45,67]; Important criterion of the listed above approaches to students' health improvement is students' workability. Among approaches to increase students' workability we can name: − Weakening of chronic fatigue under different loads [39,43]; − Determination of motor and sports rank places in students' leisure hierarchy [42]; − Adaptation to physical loads [37].…”

Disabled children and young people in sport, physical activity and physical education

“…Thus, many of the articles that feature in this special issue include empirical data gathered either with or from disabled children and young people. This aligns with our commitment to centring the experiences and amplifying the voices of disabled children and young people (Pellicano et al, 2014) and decentralising non-disabled voices in research about disabled children and young people (Goodwin & Howe, 2016), and ties nicely to the 'nothing about us without us' mantra that is championed by the disabled people's movement (see Barton, 1996;Charlton, 2000). As such, it is our intention to help create a shift in power, where disabled children's and young people's voices are acknowledged as the important force in the construction of their experiences, rather than relying on stakeholders' perspectives to share the meaning of experiences (Pascal & Bertram, 2009).…”

Adapted Physical Activity Professionals in Rehabilitation: An Explorative Study in the Norwegian Context

“…Thus, we believe that there is a need to develop sports pedagogues' capacities for discussing their practice in terms of the moral and epistemic aspects. The former ties in with recent developments in the APA literature calling for increased reflexivity about ethical issues (Goodwin & Howe, 2016;Silva & Howe, 2012).…”

“…More recently, Hutzler (2007) has developed a systematic model for adaptations based on the ICF-system. In addition, some authors (Goodwin & Howe, 2016;Standal & Rugseth, 2016) have begun using the term adaptive, rather than adapted, to call attention to the dynamic and on-going process of adapting rather than seeing it as a pre-defined program of adapted activities. These are all important lines of development that could potentially develop the knowledge base of sports pedagogues…”

“…some researchers have recently questioned the used of the term adapted, instead suggesting adaptive as an alternative term (Goodwin & Howe, 2016;Standal & Rugseth, 2016). Others have in response defended the continued use of the term adapted (Hutzler & Hellerstein, 2016).…”