Thinking ethically about inclusive recreational sport: A narrative of lost dignity

Goodwin, Donna L.; Johnston, Keith; Dunn, Janice Causgrove

doi:10.1080/17511321.2014.891644

Cited by 12 publications

(9 citation statements)

References 44 publications

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“…They add that a competitive atmosphere could in turn stigmatize youth with more severe disabilities who would naturally compare themselves to their fellow competitors. This is consistent with scientific evidence that has pointed out that gaps among physical capacities of youth with disabilities are an obstacle for their participation in physical activities and sports Goodwin et al, 2014;Svenby & Dowling, 2012).…”

Section: Discussionsupporting

confidence: 92%

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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Section: Discussionsupporting

confidence: 92%

Inclusive Sporting Events in Schools for Youth With Disabilities in Quebec

et al. 2015

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“…The genesis of our proposition, which stipulates that caring may be a useful addition to SDT, is hypothesised in some coaching literature (e.g. Goodwin, Johnston, & Causgrove Dunn, 2014). Additionally, Hobson and Maxwell (2017, p. 168) recently illustrated in the case of early career teachers that the "three basic psychological needs (autonomy, competence and relatedness) is a necessary but not sufficient condition for optimising the well-being of early career teachers".…”

Section: Theoretical Discussion: a Future Research Agenda Exploring Tmentioning

confidence: 84%

“…The coexistence of two constructs, autonomy support (theme 1, 2 and 3) and care (theme 4), in B2N could appear somewhat contradictory. For instance, autonomy is typically associated with athlete independence, the assertion of individual power, and athletes who are free from interference (Goodwin, Johnston, & Causgrove Dunn, 2014).…”

Section: Theoretical Discussion: a Future Research Agenda Exploring Tmentioning

confidence: 99%

“…safety; 3) participants may not want to engage in autonomous decision making, but would rather participate in directed activity; and 4) sport coaching has a historical culture of authoritarianism that may be expected by participants and difficult to overcome. Additionally, philosophy of sport literature has critically argued that autonomy should not be facilitated without due consideration of justice, equality and interpersonal responsibility (Goodwin, Johnston, & Causgrove Dunn, 2014). Similarly, writing from a western medical philosophy perspective, where patient autonomy is championed and facilitated, Woodward (1998Woodward ( , p. 1046 argues that practitioners should not facilitate autonomy if it "confuses and suppresses beneficent intervention".…”

Section: (Coach A)mentioning

confidence: 99%

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Carefully supporting autonomy – learning coaching lessons and advancing theory from women’s netball in England

Cronin

Walsh

Quayle

et al. 2018

Sports Coaching Review

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“…Inclusive classrooms are sometimes problematic for the participation of students with disabilities. A competitive environment paired with a gap in the skills of students hinders participation in physical education (physical education) classes (Goodwin et al, 2014;Dowling et al, 2012;Svendby and Dowling, 2012;Docheff, 2011; Haycock and Smith, 2011). As such, activities in smaller groups are suggested since they reduce stigmatization (Hassan et al, 2012) and encourage participation (BelleyRanger, Duquette, Carbonneau & Roult, 2015).…”

mentioning

confidence: 99%

Determinants of Participation in Sport and Physical Activity for Students with Disabilities According to Teachers and School-based Practitioners Specialized in Recreational and Competitive Physical Activity

Belley-Ranger¹,

Carbonneau²,

Roult³

et al. 2016

Sport Science Review

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Because youth with disabilities participate less in physical activity than young people without disabilities and that schools play an important role in adopting a healthy lifestyle, it is important to deepen our understanding of the elements that foster participation of young people with disabilities in physical activity. The objective of this research is twofold: 1) establish the determinants of participation of youth with disabilities in physical education according to practitioners and 2) document the effects of an initiation and competition program for youth with disabilities on their physical activity. The collection of data using semi-structured interviews was conducted in two phases. The first, among teachers and school-based practitioners (n = 18), aimed to understand their experiences relating to the adoption of healthy lifestyles among their students with disabilities. As for the second, practitioners (n = 12) were interviewed during organized adapted sporting events. Analysis of the interviews shows two categories of determinants, namely determinants relating to school (winning conditions of the environment, the importance of extracurricular activities, and obstacles) as well as determinants relating to the professional competence of teachers (the role of teachers, collaboration between professionals, the benefits of sport and physical activity and obstacles encountered).Keywords: adapted physical education, youth with disability, schools, physical educators Sport Science Review, vol. XXV, no. 3-4, 2016, 135 -158 DOI: 10.1515/ssr-2016 IntroductionPhysical inactivity affects the whole population, including young people. Indeed, in Canada, only 7% of young people between the ages of 10 and 16 meet the minimum daily requirements of 60 minutes of physical activity (Active Healthy Kids Canada, 2012). This trend is even more prevalent among young people with disabilities (Badia, Orgaz, Verdugo & Ullan, 2013;Buttimer and Tierney, 2005; Shikado-Thomas, Majnemer, Law & Lach, 2008). Young people with disabilities are less active than young people without disabilities (Pittet, Berchtold, Akré, Michaud & Suris, 2009;Solish, Perry & Minnes, 2010).According to Anderson and Heyne (2010), adopting a healthy lifestyle is a greater challenge for young people with disabilities. A more sedentary lifestyle among these young people partially explains this problem (Abeysekara, Turchi & O'Neil, 2014). Similarly, a low family income hinders access to recreational activities and as a result, the adoption of a healthy lifestyle (Bedell et al., 2013). Youth with disabilities incur greater risks of developing health problems such as obesity and chronic diseases including hypertension and diabetes (Anderson & Heyne, 2010;Riley, Rimmer, Schiller & Wang, 2008;Rimmer, Rowland, Yamaki, 2007). In fact, the prevalence of overweight and obesity is two to three times higher among those with disabilities than other young people (Badia, Orgaz, Verdugo & Ullan, 2013). Leisure participation has many benefits for people with disabilities...

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Thinking ethically about inclusive recreational sport: A narrative of lost dignity

Cited by 12 publications

References 44 publications

Inclusive Sporting Events in Schools for Youth With Disabilities in Quebec

Inclusive Sporting Events in Schools for Youth With Disabilities in Quebec

Carefully supporting autonomy – learning coaching lessons and advancing theory from women’s netball in England

Determinants of Participation in Sport and Physical Activity for Students with Disabilities According to Teachers and School-based Practitioners Specialized in Recreational and Competitive Physical Activity

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