The psychological influences on participation in Wheelchair Rugby: a social relational model of disability

Abstract

Sport and exercise psychology research in disability sport seldom engages with social models of disability. As a result, the socio-historical landscape of disability is underrepresented in sport psychology research. The aim of this study is to interpret influences on participation in disability sport through the conceptual lens of the social relational model (SRM) of disability (Thomas, 1999, 2004, 2007). Ten Irish adult male athletes with physical disabilities participated in semi-structured interviews exploring the barriers and facilitators that influence participation in Wheelchair Rugby. Deductive thematic analysis produced four themes influenced by the social relational model: impairment effects; societal attitudes and discourse; opportunities and access; and psychological well-being. Links were made to the experience of embodied impairment, classification, oppression, inequality, media, independence, and self-efficacy. The analysis illustrates how cultural constructions of disability are inextricably linked to individual influences on participation in Wheelchair Rugby. The results indicate that in disability sport participation, the experience of social oppression, inequality and cultural stereotypes of disability can be synonymous with the personal experience of physical impairment. The implication of this research is that there is a value in sport and exercise psychology practitioners utilising the social relational model as a tool to conceptualise the lived experience of physical disability.

From the Athletes’ Perspective: A Social-Relational Understanding of How Coaches Shape the Disability Sport Experience

“…Reinforcing this point, several participants discussed the oppressive effects of coaches who aligned their beliefs with negative stereotypes of disability (e.g., incompetence) or performance-oriented discourse that places a premium on more abled athletes (as shown below in the prejudice theme). As such, the consideration theme draws attention to the coach's ability to influence athletes' psychological wellbeing -a key component of the social-relational model (e.g., Haslett, Fitzpatrick, & Breslin, 2017).…”

“…Quinn felt that her coach behaved in such a way because he did not view disability sport as "real" sport, reflecting the stereotype that individuals with disabilities are weak or incompetent (and therefore incapable of performing athletic feats; Silva & Howe, 2012). Such a stereotype represents an attitudinal barrier to participation (e.g., Haslett et al, 2017).…”

“…When viewed through a social-relational lens, prejudicial actions have the potential to negatively impact athletes' emotions and behaviours in a way that is unlikely to optimize performance or motivate sustained interest and participation (e.g., Haslett et al, 2017;Townsend et al, 2016).…”

“…A holistic understanding of the athlete provides important context regarding his or her motivation(s) for participating in disability sport (Townsend et al, 2016). Coaches have the potential to positively contribute to athletes' psycho-emotional well-being by demonstrating genuine interest in and care or concern for athletes (e.g., asking questions about athletes' lives outside of sport; Turnnidge et al, 2012) and treating athletes with fairness and respect (Haslett et al, 2017).…”

Türk Fiziksel Engelli Sporcularda Yılmazlık: Spora Katılımın Rolü

“…The social relational disability model distinguishes between personal restraint experiences and the effects of impairment in the social setting (Reindal, 2008). The model (Reeve, 2004) is considered to be progressive, in that it conceptually describes disability as an experience of socialized impairment (Haslet, Fitzpatrick, and Breslin, 2017). The social relational model defines disability as a consequence of the social disadvantages and constraints on participation.…”