Perspectives on the Contribution of Social Science to Adapted Physical Activity: Looking Forward, Looking Back

Dunn, Janice Causgrove; Cairney, John; Zimmer, Chantelle

doi:10.1080/00336297.2015.1117982

Cited by 4 publications

(1 citation statement)

References 49 publications

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“…Generally, the goal of APA is to improve the lives of disabled people by providing equitable access to physical education, physical activity, sport, and exercise opportunities, often in contexts with nondisabled peers (Hutzler & Sherrill, 2007). As a cross-disciplinary body of knowledge and field (Reid, 2000;Standall, 2014), APA draws upon many different disciplines and scholarly traditions to advance knowledge and inform practice (Causgrove Dunn et al, 2016). The cross-disciplinary status of APA (Standall, 2014) provides a unique and important opportunity for scholars to explore and engage with scholarship and professional practices across disciplines to critically consider and problematize values and actions within the field, such as ways of thinking about disability, and interacting with disabled people.…”

Section: Introductionmentioning

confidence: 99%

The Ableist Underpinning of Normative Motor Assessments in Adapted Physical Education

Giese

Haegele

Maher

2024

Journal of Teaching in Physical Education

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Background: Normative motor skill assessments occupy a privileged position in physical education scholarship and practice. So much so, in fact, they manifest as commonsense cultural arrangements in most movement contexts, including adapted physical education. The proliferation of such tools has generally been uncontested, until now. Purpose: We argue that normative motor skill assessments have ableist underpinnings and consequently may do more to subordinate, rather than empower disabled children. More specifically, we suggest that normative motor assessment tools and criteria, perhaps unintentionally, highlight what is perceived to be wrong, bad, and faulty about the ways disabled bodies look and move, thus reinforcing ableist norms and values relating to ability. Conclusions: We end by encouraging adapted physical education scholars and practitioners to critically reflect on ableist notions of ability, particularly as they relate to movement competence, and to work with disabled children because of their embodied experiences to co-design assessments that are more meaningful to disabled children.

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Section: Introductionmentioning

confidence: 99%

The Ableist Underpinning of Normative Motor Assessments in Adapted Physical Education

Giese

Haegele

Maher

2024

Journal of Teaching in Physical Education

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Physical Activity Promotion for Persons Experiencing Disability: The Importance of Interdisciplinary Research and Practice

Agiovlasitis

Yun

Jin

et al. 2018

Adapted Physical Activity Quarterly

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This paper examines the need for interdisciplinary knowledge in the formation of public health models for health-promoting physical activity (PA) for people experiencing disability. PA promotion for people experiencing disability is a multifaceted endeavor and requires navigating a multitude of complicated and interactive factors. Both disability and health are multifaceted constructs and the relationship between PA and health is embedded within a complicated web of interactive influences. PA promotion must consider interacting biological and psychosocial factors within the person and in the sociopolitical environment. Models for research and practice need to evolve from value and belief systems that center on people experiencing disability without stigmatizing them. We argue that interdisciplinary research and practice is needed in navigating the intricacies of PA promotion toward improving the health of people experiencing disability and facilitating inclusion, empowerment, and dignity.

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Ableism in Kinesiology in Higher Education: A Conversation Starter

et al. 2023

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In this expository paper, we reflect upon our understanding of how disabled people are discussed and treated in kinesiology and adapted physical activity in higher education and explore potential areas of unintentional harm that may be present in our everyday practice. There are three particular aspects of kinesiology in higher education that we discuss: access, language, and assessment. We discuss the challenges of access of disabled people in positions in higher education, language in higher education which serves as centers for knowledge creation, and the problematic nature of assessments based on societal norms, and for us, it is important to shine a spotlight on the many systemic limitations and barriers that disabled persons experience, in hope to amplify the importance of these issues.

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Perspectives on the Contribution of Social Science to Adapted Physical Activity: Looking Forward, Looking Back

Cited by 4 publications

References 49 publications

The Ableist Underpinning of Normative Motor Assessments in Adapted Physical Education

The Ableist Underpinning of Normative Motor Assessments in Adapted Physical Education

Physical Activity Promotion for Persons Experiencing Disability: The Importance of Interdisciplinary Research and Practice

Ableism in Kinesiology in Higher Education: A Conversation Starter

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