Game Changers: A participatory action research project for/with students with disabilities in school sport settings

Abstract

IntroductionAlthough school communities may be required to provide physical education opportunities for all students—including for those with disabilities—the same is not generally true with respect to school sport (i.e., participation in interscholastic or intramural sport programs). Hence, opportunities for inclusive school sport participation are consequently limited. Recognizing the need for continued attention and action in this area, we recently developed and piloted Game Changers—a participatory action research project. Together, 27 students with various cognitive and/or intellectual disabilities (i.e., student-participants), their schools’ six physical education teachers and learning support teachers (i.e., champion-participants), four university researchers (i.e., researcher-participants), and two community partners [i.e., Physical and Health Education (PHE) Canada, Special Olympics Nova Scotia] engaged in the Game Changers project with three idealized goals: (a) to bring to the fore para/adapted/inclusive sport opportunities for all students; (b) to provide an empowering opportunity for students with disabilities to participate, make choices, and act as leaders in the development of sport programming; and (c) to engage youth with disabilities in sport as participants, leaders, mentors, and role models.MethodsUtilizing a mixed-methods design, data were collected from a variety of sources before the implementation of the Game Changers program, during its implementation, and once it was complete. These four data sources included the following: pre- and post-program survey for student-participants, pre- and post-program focus group interviews for student-participants, pre- and post-program focus group interviews for champion-participants, and school/sport observations.ResultsThe first cycle of this participatory action research project has yielded positive and informative findings. Strictly positive findings, among others, relate to the following: improving upon students' perceived competence and autonomy, inviting student voice, identifying and responding to sport participation barriers, and creating genuine sport opportunities within school settings. More undesirable yet informative findings, among others, relate to the following: unachieved intrinsic motivation and belonging, (un)sustainability of sport programs without “interventions” like Game Changers, recreation/leisure as “substitutes” for sport, and a continued want for authentic leadership and mentorship opportunities.DiscussionWith these findings, we offer insights for future iterations of Game Changers (and programs like it) in similar school communities.

Exploring Physical Activity in Children and Adolescents with Disabilities: A Bibliometric Review of Current Status, Guidelines, Perceived Barriers, and Facilitators and Future Directions

“…This study indicates that young people with disability are vulnerable to experiencing a reduced participation in physical education and organized sports. It is recommended that rehabilitation institutes, physical education teachers, and coaches should work closer to support adolescents' three psychological needs in physical activity regardless of disability status and give them experiences with meaningful participation in physical activity [88] Daniel and colleagues developed a participatory action project, named Game Changer, aiming to enhance inclusive school sport opportunities for students with disabilities [93]. In the pilot study, twenty-seven students with various cognitive and/or intellectual disabilities (student-participants), their six school physical education teachers and learning support teachers (champion-participants), four university researchers (researcher-participants), and two community partners from Physical and Health Education (PHE) Canada, Special Olympics Nova Scotia collaborated in the Game Changer project.…”

“…It followed a cyclical process of "actioned" research with five sequential and recurrent stages: think, plan, act, evaluate, and reflect. Following the first cycle of the Game Changer project, several positive outcomes were evident, such as enhancing students' perceived competence and autonomy, encouraging student voice, identifying and responding to sport participation barriers, and establishing genuine sport opportunities in school settings [93].…”