Journal articles on the topic 'Sports inclusion'
To see the other types of publications on this topic, follow the link: Sports inclusion.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Sports inclusion.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Reina, Raúl. "Inclusión en deporte adaptado: dos caras de una misma moneda." Psychology, Society, & Education 6, no. 1 (April 28, 2017): 55. http://dx.doi.org/10.25115/psye.v6i1.508.
Full textAbstract:
Resumen: El presente ensayo pretende mostrar al lector los procesos inclusivos que en la actualidad se están dando en el ámbito del deporte adaptado. En una primera instancia, se aborda el concepto de inclusión, exponiendo las bases filosóficas y prácticas (incluso algunas legislativas) que sustentan la misma, ubicándolo en un modelo actual de consideración del usuario de actividades físicas y deportivas como ente que interactúa con las condiciones de práctica y los elementos que facilitan o dificultan la misma. En un segundo término, se aborda el proceso actual de inclusión para con las organizaciones de deporte adaptado, exponiendo algunas de las controversias derivadas de dicho proceso, especialmente en lo que se refiere a las clasificaciones funcionales, que perpetúan el discurso de las necesidades especiales. Finalizaremos con una propuesta de continuo de inclusión que matiza las posibilidades de práctica inclusiva y específica, pudiendo dar una respuesta más rica y variada a las necesidades del individuo; más allá de las dos caras opuestas de una misma moneda. Inclusion in adapted sport: two sides of the same coin Abstract: This paper shows current inclusionprocesses in adapted sports. First, some aspects about inclusion are discussed from philosophical and practice perspectives, and its relationship with a functional and health-related model related physical activity and sport activities where client interacts with the personal and environment factors (facilitators and barriers). Second, current inclusion process in sport organizations is explained, exposing some of the disputes arising from this process, especially in regard to functional classifications and its relation with the special needs discourse. Finally, we propose a continuum for inclusion in physical activity and sports, from specific to full inclusion that offers more opportunities and ways of practice; more than two faces of the same coin.
2
Said, Balhadj, and Benreghai Mohamed Amine. "Sport ecosystem and territorial development: essay to elaborate a theoretical model of youth social inclusion through sport in Morocco." South Florida Journal of Development 3, no. 4 (August 26, 2022): 5577–96. http://dx.doi.org/10.46932/sfjdv3n4-120.
Full textAbstract:
The overall objective of this paper is the conceptualization of sport as a territorial ecosystem, clearly defining the roles and participation modalities of the different actors and stakeholders. The intention is to guarantee a consolidated social inclusion and a socio-professional integration creating sustainable territorial development through sport. In this perspective, the sport ecosystem represents a precious asset for research. Sport can represent a good factor for the inclusion of socially disadvantaged groups, especially young people, and can be a truly powerful educational tool in promoting social inclusion and professional integration. In this logic, this paper aims to find a new, innovative way to explain different elements of sport and social inclusion and improve youth proactivity. The topic is important, because of the problem of increasing number of young people that have problem of social exclusion, less physical activity and unhealthy lifestyle. Therefore trough the conception of a territorial sport ecosystem it is possible to act preventively on a "disease" that after installed can become incurable. This paper first presents the theory and concepts related to territorial sport ecosystem and social inclusion before providing case studies that demonstrate the theories in sports contexts. The purpose is to offering insights to propose - thanks to a rigorous theoretical and empirical study - a model of territorial development through the creation of a sports ecosystem, and understand how well the sports logic can coexist with the social inclusive logic.
3
Wheaton, Belinda, and Holly Thorpe. "Action Sport Media Consumption Trends Across Generations: Exploring the Olympic Audience and the Impact of Action Sports Inclusion." Communication & Sport 7, no. 4 (July 5, 2018): 415–45. http://dx.doi.org/10.1177/2167479518780410.
Full textAbstract:
The ageing demographics of Olympic viewers is a key concern for the International Olympic Committee. The inclusion of action sports into the Olympic programmes has been a key strategy to try and connect with youth consumers, most recently through the inclusion of skateboarding, surfing, and sport climbing into the Tokyo 2020 summer games. Drawing on a questionnaire distributed online in nine languages, and contextualized with analysis of the action sport media, our research explores international and multigenerational action sport consumers’ sport viewing preferences and attitudes to the Olympic inclusion of action sports. Our findings suggest that action sport participants across different countries, ages, and genders are avid consumers of action sport media but also keen consumers of the Olympics. The majority of survey participants were enthusiastic about the inclusion of action sports (and particularly skateboarding) into the Olympic Games, although there were important trends across nationalities and ages. Nonetheless, reflecting debates in the subcultural media, participants also have concerns about the processes and politics of action sports inclusion. Action sports may well provide the International Olympic Committee with new lucrative markets, but to maximise the engagement of complex intergenerational audiences, their viewing preferences will need continued attention and understanding.
4
Paciorek, Michael J. "Inclusion through Sports: A Guide to Enhancing Sport Experiences." Adapted Physical Activity Quarterly 20, no. 1 (January 2003): 93–94. http://dx.doi.org/10.1123/apaq.20.1.93.
Full text
5
Ocete Calvo, Carmen, Javier Pérez Tejero, and Javier Coterón López. "Propuesta de un programa de intervención educativa para facilitar la inclusión de alumnos con discapacidad en educación física (Propose of an educative intervention program for inclusion of children with disability in general physical education)." Retos, no. 27 (March 5, 2015): 140–45. http://dx.doi.org/10.47197/retos.v0i27.34366.
Full textAbstract:
En este trabajo se presenta el diseño y estructura de un programa de intervención educativa en Educación Física: «Deporte Inclusivo en la Escuela». La propuesta, destinada a profesores y alumnos de Secundaria y Bachillerato, persigue promover la práctica deportiva inclusiva en los centros educativos, dando a conocer los diferentes deportes paralímpicos, para concienciar sobre la situación de las personas con discapacidad en la práctica deportiva. El diseño está basado en las teorías del Contacto y del Comportamiento Planificado, ambas evidenciadas como eficaces para la formación de actitudes. La estructura que conforma el programa está compuesta por una serie de actividades y recursos didácticos como una charla de un deportista paralímpico, tres unidades didácticas (una por ciclo), material audiovisual de apoyo y un encuentro deportivo inclusivo con todos los centros participantes en el programa. Una de las características más relevantes de la propuesta es el uso de una metodología de carácter inclusivo, ya sea incluyendo a los alumnos con discapacidad presentes en los centros, o simulando la situación de discapacidad los alumnos que no la poseen. La exposición teórica se apoya en datos de la implementación llevada a cabo hasta el momento en 38 centros educativos de Madrid y Barcelona.Palabras clave. actitud, inclusión, discapacidad, Educación Física, programa intervención, deporte inclusivo.Abstract. In this paper, it´s presented the design and structure of an educational intervention program in Physical Education: «Inclusive School Sports (ISS)». It´s propose for teachers and middle and high school students, aims promote inclusive sports in schools and different Paralympics sports through an inclusive methodology and raising awareness about the situation of people with disability in sport practice. The design is based on the contact and of planned behavior theories, both are evidenced as effective in attitudes training. The structure program is composed of a series of activities and educational resources such as a talk by a Paralympics sportiest, three teaching units (one per cycle) and inclusive sporting event with all participants in the program centers. The newest program is the methodology propose by inclusive perspective, so including students with disabilities present in the centers, or simulating the situation of disabilities students. The program has been implemented in 38 educative centre of Madrid and Barcelona. It´s present a approach to the evaluation and advances in the results.Keywords: attitude, inclusion, disability, Physical Education, intervention program, inclusive sport.
6
Hishida, Yoshifumi, and Tetsuya Nakajima. "Combative Sports and Social Inclusion." Japan Journal of Sport Anthropology 2019, no. 21 (December 31, 2019): 17–37. http://dx.doi.org/10.7192/santhropology.2019.21_17.
Full text
7
BALAN, Valeria, and Gheorghe MARINESCU. "Sports – Means of Social Inclusion for Down’s Syndrome Patients." Revista Romaneasca pentru Educatie Multidimensionala 7, no. 2 (December 8, 2015): 111–17. http://dx.doi.org/10.18662/rrem/2015.0702.10.
Full text
8
Maksimović, Jasna, Branka Jablan, and Špela Golubović. "Inclusion in physical education and sport." Zbornik radova Pedagoskog fakulteta Uzice, no. 24 (2022): 191–206. http://dx.doi.org/10.5937/zrpfu2224191m.
Full textAbstract:
There is an international consensus that physical activity and sport can be used as strategies for social inclusion, as well as that people with disabilities have the capacity to participate in these activities. However, interventions based on physical activity and sport and their processes that can influence inclusive outcomes are yet to be continuously and comprehensively investigated. The aim of this paper is to point out the problems and perspectives of the development of inclusive physical education and sport by providing an overview of scientific production sources from international scientific conferences, scientific journals in the field of sports and social sciences, as well as reference literature. Data were collected by reviewing available print sources and electronic databases suh asERIC, JSTOR, and Google Scholar etc., using relevant keywords. The results indicate that there are several factors which influence physical education and its teaching methods in an inclusive educational context (attitudes of students and teachers, teachers' competencies, approachability, etc.), and that inclusion in sport is dependent on both personal (nature of the disability, health, motivation, etc.) and social environment factors (accessibility, creating and implementing planned physical activities adapted for students with disabilities, etc.).
9
Pochstein, Florian, Gemma Diaz Garolera, Sabine Menke, and Roy McConkey. "The Involvement of Athletes with Intellectual Disability in Community Sports Clubs." Disabilities 3, no. 1 (January 25, 2023): 50–61. http://dx.doi.org/10.3390/disabilities3010005.
Full textAbstract:
People with intellectual disability lack opportunities to engage in sports, although the benefits of doing so may be even greater for them. One option is to encourage their inclusion in mainstream sports clubs that exist in nearly all European communities. Although there is a growing knowledge base within organisations such as Special Olympics in adjusting sports to meet the needs of people with intellectual disability, inclusion in community clubs raises additional challenges. This exploratory study aimed to garner the experiences of coaches alongside those of clubs members—with and without disabilities—in 12 community sports clubs in three European countries. In all 20 coaches and 51 members took part in semi-structured interviews. A thematic content analysis was used to devise a conceptual model describing an inclusive sports club. The overarching theme was that inclusive clubs require an ongoing balancing between a focus on sporting skills and performance, with managing the needs and characteristics of the players and the inter-relationships among them. Six subthemes were identified that described the core strategies to the effective functioning of the clubs. However, the vision and commitment of coaches was crucial and their recruitment was the main challenge the clubs faced. In addition, new opportunities for training coaches are needed to support the extension of inclusive clubs across a range of sports and locations. Continuing research could usefully identify the benefits to club members and identify sport-specific adaptations required to make clubs more fully inclusive.
10
Silva, Leandro Amancio, Lucas Leonardo, Heitor de Andrade Rodrigues, and Tathyane Krahenbühl. "The Relative Age Effect in invasion team sports: A systematic review in youth sports." Retos 46 (August 11, 2022): 641–52. http://dx.doi.org/10.47197/retos.v46.94211.
Full textAbstract:
The difference in birth dates between athletes of the same age can result in an advantage for the relatively older one. This is referred to as the relative age effect (RAE). This effect can interfere in the practice of children and youth athletes and can also influence their training and development to reach a high level of the sport. This study aimed to review previous research based on the following question: “What are the influences and consequences of the RAE in the sports practice of youth athletes in invasion team sports?” The method used was a systematic literature review based on the PRISMA method. The descriptors relative age effect AND sport were used on the CAPES Periodicals Portal and Pub Med platforms. After applying the inclusion and exclusion criteria and performing the necessary analyses, 82 articles were included in the study. It was found that the high competitive level, the sport’s popularity, coaches’ perception, and biological characteristics, primarily in the puberty period, have the greatest influence on the relative age effect and interfere in the permanence and sports careers of youth athletes.
11
Lenz, Britta. "Polish Sport and the Challenges of Its Recent Historiography." Journal of Sport History 38, no. 3 (October 1, 2011): 349–60. http://dx.doi.org/10.5406/jsporthistory.38.3.349.
Full textAbstract:
Abstract The development of sport in Poland has been shaped by historical circumstances and the particular conditions they created: the period of the partitions, the process of integration after regaining independence, the destruction of the Second World War, and the subsequent Communist rule. Sport took on special meanings, and sports historiography, too, served to maintain national sentiments or ideological hegemony. Since 1989 research on sports history has entered a process of transformation characterized by new approaches, a free choice of subjects, access to new sources, and a more open academic exchange. Still, there are many blind spots in the social and cultural history of sport in Poland. Polish sports history has great potential to illuminate our understanding of inclusion, exclusion, and identity formation. It would be fruitful to leave the national focus aside, this article concludes, and to engage in comparative and transnational approaches within a Central (East) European framework.
12
Hermens, Niels, Sabina Super, Kirsten Verkooijen, and Maria Koelen. "Intersectoral Action to Enhance the Social Inclusion of Socially Vulnerable Youth through Sport: An Exploration of the Elements of Successful Partnerships between Youth Work Organisations and Local Sports Clubs." Social Inclusion 3, no. 3 (June 25, 2015): 98–107. http://dx.doi.org/10.17645/si.v3i3.139.
Full textAbstract:
Research shows that participation in sport is positively related to self-esteem, self-regulation skills, and social inclusion. As socially vulnerable youngsters participate less frequently in sports activities than their average peers, youth work organisations try to guide their clients (i.e., socially vulnerable youngsters) to local sports clubs and inclusive sports activities. Inclusive sports activities, however, cannot be provided by youth work organisations alone. Therefore, in the Netherlands, intersectoral action involving both youth work organisations and local sports clubs has emerged. Because youth workers and stakeholders in local sports clubs are not used to collaborating with each other, we explored the factors that contribute to the quality and performance of such intersectoral actions. On the basis of five open interviews with youth workers and three focus groups with stakeholders in local sports clubs, we described factors relating to the organisation of intersectoral action among youth workers and local sports clubs that are preconditions for the success of this specific type of intersectoral action.
13
Kelly, Laura. "‘Social inclusion’ through sports-based interventions?" Critical Social Policy 31, no. 1 (January 17, 2011): 126–50. http://dx.doi.org/10.1177/0261018310385442.
Full text
14
Kluch, Yannick, and Amy S. Wilson. "#NCAAInclusion: Using Social Media to Engage NCAA Student-Athletes in Strategic Efforts to Promote Diversity and Inclusion." Case Studies in Sport Management 9, S1 (January 1, 2020): S35—S43. http://dx.doi.org/10.1123/cssm.2019-0027.
Full textAbstract:
In an increasingly diverse sports industry, inclusive excellence becomes an important axiom to engage a variety of stakeholders. This case study outlines the development of the National Collegiate Athletic Association’s (NCAA) inaugural Diversity and Inclusion Social Media Campaign launched by the NCAA’s Minority Opportunities and Interest Committee in partnership with the national Student-Athlete Advisory Committees. The goals of this campaign were to provide the more than 500,000 student-athletes in the NCAA with a platform to create a dialogue on diversity and inclusion on their campuses as well as to communicate the benefit of inclusive environments to the student-athlete experience. By outlining the steps from the campaign idea to its implementation, this case study provides students with the ability to (a) understand a major sport organization’s planning process for a national social media campaign focused on diversity and inclusion, (b) analyze current diversity trends in the sports industry using the NCAA as an example, (c) trace the NCAA membership’s engagement with the campaign, and (d) determine to which extent a campaign such as this one can serve as a starting point for anchoring inclusive excellence in the fabric of intercollegiate athletics departments.
15
Dyer, Bryce T. J., Siamak Noroozi, Sabi Redwood, and Philip Sewell. "The design of lower‐limb sports prostheses: fair inclusion in disability sport." Disability & Society 25, no. 5 (July 23, 2010): 593–602. http://dx.doi.org/10.1080/09687599.2010.489309.
Full text
16
Gibbs-Nicholls, Sophie, and Mikel Mellick. "On the outside looking in: Trans identity experiences in and through UK sport participation." Sport & Exercise Psychology Review 17, no. 1 (March 2022): 87–100. http://dx.doi.org/10.53841/bpssepr.2022.17.1.87.
Full textAbstract:
Using interpretative phenomenological analysis, this study utilised semi-structured interviews with five trans participants in sport to explore their lived experiences of ‘inclusive’ sport participation. The potential role for sport psychologists in promoting and supporting trans sports participants’ overall sense of perceived inclusion and belonging was also considered. Analysis revealed three core themes: the experience of personal acceptance of identity and social inclusion, the ‘internal’ battle between identity and expression, and the changing role that sport played during gender affirmation as a facilitative and or debilitative coping resource. The findings indicate areas in which sport psychologists can better support and enhance the gender affirmation experience of trans participants in sport by improving feelings of inclusiveness (social support), a sense of acceptance and promoting overall mental wellbeing. This research is particularly useful for practitioners, coaches and other athletes for understanding the supportive role sport can play throughout the gender affirmation process.
17
Faragó, Beatrix, and Piroska Béki. "Sport as power of integration among minorities." Applied Studies in Agribusiness and Commerce 9, no. 1-2 (September 1, 2015): 57–62. http://dx.doi.org/10.19041/apstract/2015/1-2/11.
Full textAbstract:
The opportunities and development of skills in the field of sports may open a door to social inclusion that also facilitates social integration. Based on the funding provided by the national sports strategy and integration, the research project can be developed further on and implemented. The efforts of the European Union (EU) and of the European Council towards the member states are carried out through its directives, and the analyses of these documents provide guidelines for the elaboration of the Hungarian Roma strategies. Funding is one of the key factors for the elaboration of Roma integration strategy and its efficiency. The research highlights upon the way of thinking and mentality of Roma young people about sports currently, and on the importance of sport affairs for them. Also, reflects on the factors which promote motivation to have successful career goals and achieve those based on the program. The sports integration survey suggests conclusions on the role of mentoring in Roma youngsters’ studies, in sports, in building social relations, the role model motivating for them, or on the supportive role of the parents or even the lack of it in their families. The expected result would be a survey on sporting habits of the Roma minority and disadvantaged youth and their positioning in education through which we could develop programs to promote the integration of the Roma minority and to improve their general circumstances. The National Social Inclusion Strategy (Ministry of Human Capacities, National Social Inclusion Strategy 2011–2020) provides the financial background of the integration project whose application also prevails in the field of sports integration. The aspirations of the EU provide guidance to the amount of funding and its allocation manners. The National Roma Self-Government’s (NRSG) sports integration project and best practice has provided the basis for the sports integration research project. The survey is examining the recreational habits, motivational factors, study levels among the Roma minority and the disadvantaged young people. Based on the questionnaire, we can draw some conclusions about the development of sports integration programs. The issues cover the field of sport activities of young people aged between 9-18 and on the significance of sport opportunities for break-out for the Roma youth, and on the effect of role models for them. The sports integration projects treat simultaneously the development of education and sport, furthermore they are significantly linked to each other. The target group of the questionnaire survey are mainly the Roma and disadvantaged people. The sample item number is 1216 completed questionnaires from the whole territory of the country, from 16 schools. As shown in the survey, the sport and the level of education are significantly related to each other. Those who do any sports, obtain higher level of achievement in their studies. It can be revealed by the fact that through mentoring the sportsmen can promote their school performance and sport development together. The research highlights on another observation, namely, it also confirms the legitimacy of sports integration program and points out the direction for development. For accomplishing the goal of social inclusion through sport we have at hand the appropriate concept. It is, furthermore necessary to strengthen and to develop the mentoring program, which ensures the lower drop-out rate among the participants. The effect of Sports integration is motivating for the Roma and for the disadvantaged youth. The use of sport as a tool for social inclusion proves to be of utmost importance.
JEL code: Z23
18
Coalter, Fred. "Sport and Social Inclusion: Evidence-Based Policy and Practice." Social Inclusion 5, no. 2 (June 29, 2017): 141–49. http://dx.doi.org/10.17645/si.v5i2.852.
Full textAbstract:
This commentary reflects on my experience of compiling the <em>Value of Sport Monitor</em>—an on-line resource of policy-relevant, research on the social impacts of sport—for eight years. The commentary critically evaluates the assumption of the <em>Value of Sport Monitor</em> that social science research in sport is cumulative and it explores sports interest groups’ varying attitudes to the nature of evidence. It illustrates that widespread conceptual and methodological inconsistencies and weaknesses in research greatly reduce the ability to identify best practice and ‘best buys’ as a basis for policy. The commentary concludes by proposing that a way forward for research to contribute to policy and practice is via theory-based evaluation.
19
Pereira, Antonino Manuel Almeida, Tadeu Ferreira de Sousa Celestino, and Esperança do Rosário Jales Ribeiro. "Determinantes para uma Educação Física Inclusiva: perceção de um conjunto de professores especialistas em inclusão (Determinants for an Inclusive Physical Education: perception of a group of specialist teachers in inclusion) (Determinantes para una Educación Física Inclusiva: percepción de un grupo de docentes especialistas en inclusión)." Retos 47 (October 27, 2022): 282–91. http://dx.doi.org/10.47197/retos.v47.94755.
Full textAbstract:
Pese embora a crescente literatura em torno da problemática da inclusão em educação física (EF), é ainda pertinente desenvolver abordagens que procurem compreender holisticamente, o ponto de vista de professores EF especialistas em inclusão, sobre as determinantes e barreiras subjacentes à inclusão. Neste sentido, o objetivo deste estudo exploratório foi o de identificar e caracterizar as determinantes positivas e barreiras subjacentes a uma EF inclusiva, sob o ponto de vista de um conjunto de docentes de EF especialistas em inclusão da região centro de Portugal. Desenvolvido sob o paradigma interpretativo de análise, o estudo teve como instrumento de recolha de dados a entrevista semiestruturada aplicada a um grupo de sete professores de EF, mestres em educação especial no domínio cognitivo e motor ou em EF adaptada, com uma média de idades de 49±4,7 anos, com 24±6,29 anos de serviço sendo que destes 13±5,1 anos de serviço são como especialistas em inclusão em EF. Os dados foram submetidos à técnica de análise de conteúdo. Os resultados obtidos assinalam, primeiramente, as determinantes positivas para a inclusão subdivididas em: determinantes pessoais associadas com a necessidade da valorização do aluno e as vivências anteriores; e as determinantes contextuais relacionadas com a influência do grupo/turma, da partilha de informação entre pare e o apoio individualizado. Num segundo nível de influência, identificam-se as barreiras à inclusão, relacionadas com: os défices na formação inicial específica; os défices na formação contínua específica e as atitudes negativas. Em suma, infere-se que o sucesso da inclusão em EF está, intimamente, dependente da intencionalidade operante do professor de EF, bem como, da sua ação modeladora do contexto na mitigação das barreiras subjacentes. Palavras-chave: Inclusão escolar, educação inclusiva, educação física adaptada, formação de professores, inclusão em educação física. Abstract. Despite the growing literature around the issue of inclusion in physical education (PE), it is still relevant to develop approaches that seek to holistically understand the point of view of PE teachers who are specialists in inclusion on the determinants and barriers underlying inclusion. In this sense, the objective of this exploratory study was to identify and characterize the positive determinants and barriers underlying an inclusive PE, from the point of view of a group of PE teachers who are specialists in inclusion. In this sense, the objective of this exploratory study was to identify and characterize the positive determinants and barriers underlying an inclusive PE, from the point of view of a group of PE teachers specializing in inclusion from the central region of Portugal. Developed under the interpretative paradigm of analysis, the study used a semi-structured interview applied to a group of seven PE teachers, masters in special education in the cognitive and motor domain or in adapted PE, with an average age of 49±4.7 years, with 24±6.29 years of service, of which 13±5.1 years of service are as specialists in PE inclusion. Data were submitted to the content analysis technique. The results obtained indicate, firstly, the positive determinants for inclusion, subdivided into: personal determinants associated with the need to value the student and previous experiences; and contextual determinants related to group/class influence, peer-to-peer information sharing and individualized support. At a second level of influence, barriers to inclusion are identified, related to: deficits in specific initial training; deficits in specific continuing training and negative attitudes. In short, it is inferred that the success of inclusion in PE is intimately dependent on the operating intentionality of the PE teacher, as well as on his/her action that shapes the context in mitigating the underlying barriers. Keywords: School inclusion, inclusive education, adapted physical education, teacher training, inclusion in physical education. Resumen. A pesar de la creciente literatura en torno al tema de la inclusión en educación física (EF), aún es relevante desarrollar enfoques que busquen comprender de manera integral el punto de vista de los profesores de EF especialistas en inclusión, sobre los determinantes y las barreras que subyacen a la inclusión. En este sentido, el objetivo de este estudio exploratorio fue identificar y caracterizar los determinantes positivos y las barreras que subyacen a una EF inclusiva, desde el punto de vista de un grupo de profesores de EF especializados en inclusión de la región centro de Portugal. En este sentido, el objetivo de este estudio exploratorio fue identificar y caracterizar los determinantes positivos y las barreras que subyacen a una EF inclusiva, desde la perspectiva de un grupo de docentes de EF especialistas en inclusión. Desarrollado bajo el paradigma interpretativo de análisis, el estudio utilizó una entrevista semiestructurada aplicada a un grupo de siete docentes de EF, maestros en educación especial en el dominio cognitivo y motor o en EF adaptada, con una edad promedio de 49±4,7 años, con 24±6,29 años de servicio, de los cuales 13±5,1 años de servicio son especialistas en inclusión de PE. Los datos fueron sometidos a la técnica de análisis de contenido. Los resultados obtenidos indican, en primer lugar, los determinantes positivos para la inclusión, subdivididos en: determinantes personales asociados a la necesidad de valorar al estudiante y las experiencias previas; y determinantes contextuales relacionados con la influencia del grupo/clase, el intercambio de información entre pares y el apoyo individualizado. En un segundo nivel de influencia, se identifican barreras a la inclusión, relacionadas con: déficits en la formación inicial específica; déficits en formación continua específica y actitudes negativas. En definitiva, se infiere que el éxito de la inclusión en EF depende íntimamente de la intencionalidad operativa del docente de EF, así como de su acción moldeadora del contexto en la mitigación de las barreras subyacentes. Palabras clave: Inclusión escolar, educación inclusiva, educación física adaptada, formación docente, inclusión en educación física.
20
Wickman, Kim. "Experiences and Perceptions of Young Adults with Physical Disabilities on Sports." Social Inclusion 3, no. 3 (June 25, 2015): 39–50. http://dx.doi.org/10.17645/si.v3i3.158.
Full textAbstract:
People with disabilities seldom get a chance to voice their opinions on their sport experiences. A deeper understanding of the context-related experiences of sport is a prerequisite for teachers and leaders to be able to provide adequate, inclusive and meaningful activities. The aim of this qualitative case study was to examine how young people with disabilities made sense of sport, within both the compulsory school system and the voluntary sports movement. The study involved 10 young adults (aged 16 to 29 years) with disabilities, five males and five females. All the participants had rich experiences of sport. An inductive approach to qualitative content analysis of semi-structured interviews was used to enable individuals to explain and give meaning to their experiences of sport including those pertaining to gender and inclusion. The findings illustrated that dominating gender and ability norms influenced the interviewees’ understanding of themselves in relation to sport; as a consequence, some of the female interviewees had a more diverse, sometimes contradictory experience of sport than the male interviewees. The basic premise of this study is that researchers can develop more insightful understandings of inclusion by studying the subjective meanings that are constructed by people with disabilities in their sport experiences.
21
Grandisson, Marie, Justine Marcotte, Béatrice Niquette, and Élise Milot. "Strategies to Foster Inclusion Through Sports: A Scoping Review." Inclusion 7, no. 4 (December 1, 2019): 220–33. http://dx.doi.org/10.1352/2326-6988-7.4.220.
Full textAbstract:
Abstract This article presents the results of a scoping review on strategies that foster social inclusion of individuals with intellectual disability through sports. Five promising strategies were identified in 14 articles: 1) develop Unified Sports, 2) develop peer-support programs, 3) facilitate participation as an athlete in mainstream activities, 4) facilitate participation as a fan in mainstream activities, and 5) conduct activities to raise awareness. Their outcomes and key considerations for implementation are presented. Then, a model of social inclusion through participation in sports and physical activities is proposed as a mean to provide guidelines on how to provide a range of meaningful opportunities for sports participation in context(s) that are as inclusive as possible with enabling supports provided as needed.
22
Solís García, Patricia, and Víctor Borja González. "Actitudes del profesorado de Educación Física hacia la inclusión de alumnos con discapacidad (Physical Education teachers’ attitudes towards the inclusion of students with disabilities)." Retos, no. 39 (May 3, 2020): 7–12. http://dx.doi.org/10.47197/retos.v0i39.77841.
Full textAbstract:
El modelo educativo basado en la inclusión refleja las necesidades sociales y se basa en la educación de calidad para todos los alumnos y la atención de sus necesidades particulares. Los docentes juegan un papel crucial en el desarrollo de metodologías inclusivas y su actitud va a determinar en gran medida el éxito de dichas metodologías y del propio modelo inclusivo. Con el objetivo de conocer las actitudes hacia la inclusión educativa de alumnado con discapacidad en maestros de educación física de primaria y secundaria, se examinan datos provenientes de 72 docentes de esta área (60% hombres y 40% mujeres), que ejercen tanto en centros escolares públicos como privados en varias comunidades autónomas del estado español. Se ha utilizado un cuestionario para profesores de actitudes hacia los alumnos con necesidades educativas especiales derivadas de discapacidad. Los resultados muestran que los profesores presentan actitudes moderadamente positivas hacia la inclusión de alumnos con discapacidad. Se concluye la necesidad de optimizar la formación en materia de inclusión y la realización de programas de prácticas que incluyan contacto con el alumnado con discapacidad.
Abstract. The educational model based on inclusion reflects social needs and is based on quality education for all students and attention to their particular needs. Teachers play a crucial role in the development of inclusive methodologies and their attitude largely determines the success of these methodologies and the inclusive model itself. In order to assess physical education teachers’ attitudes toward educational inclusion of students with disabilities in primary and secondary education, data from 72 teachers in this area (60% men and 40% women), who work both in public and private schools in several autonomous communities of Spain, are examined. A questionnaire on teachers’ attitudes towards students with special educational needs derived from disability was used. The results show that teachers have moderately positive attitudes towards the inclusion of students with disabilities. The need to optimize training in inclusion and the realization of practical programs that include contact with students with disabilities is concluded.
23
Vianna, José Antonio, and Paulo Coêlho Araújo. "Social inclusion projects: membership in combat sports." Revista de Artes Marciales Asiáticas 11, no. 2s (September 29, 2016): 116. http://dx.doi.org/10.18002/rama.v11i2s.4199.
Full text
24
Sakalidis, Kandianos Emmanouil, Anastasia Fadeeva, Florentina Johanna Hettinga, and Fiona Chun Man Ling. "The role of the social environment in inclusive sports participation—Identifying similarities and challenges in athletes with and without Intellectual Disabilities through coaches’ eyes: A qualitative inquiry." PLOS ONE 18, no. 1 (January 11, 2023): e0280379. http://dx.doi.org/10.1371/journal.pone.0280379.
Full textAbstract:
Despite the efforts of mainstreaming in sports, inclusive participation of people with Intellectual Disabilities (ID) in sports remains challenging. In sports settings, the social environment may influence the motivation of athletes and promote (or restrict) inclusive sports participation of athletes with ID. Thus, this study aims to explore the motivations of athletes and coaches and to investigate the role of the social environment in sports participation of athletes with and without ID. Coaches who coach athletes with ID (n = 11), athletes without ID (n = 13) and both groups (n = 2) were involved in semi-structured interviews. From the inductive thematic analysis three themes were identified for the sports motivations of athletes with ID (Sport-related Progression, Social Interaction, Positive Emotions), two for their coaches’ motivations (Help others, Personal and Professional Development) and four for coaching practices toward athletes with ID (Psychological and Life skills development, Building Meaningful Relationships, Behaviour adaptations and Participation-focused). Moreover, ‘Teammates and Opponents’ and ‘Family’ were classified as social agents that influence the sport participation of athletes with ID. Coaches of athletes without ID reported additional themes about their athletes’ motivations (Health-related Reasons), their coaching motivations (Career aspirations) and their coaching practices towards athletes without ID (Performance-focused). The motivations of athletes and the practices of coaches could promote sports participation of athletes with ID, but more work is needed to address athletes’ sports motivations and overcome the able-ist attitudes and the social oppression that may make their inclusion in sports more challenging. These sports participation barriers and facilitators could provide direction to stakeholders for developing inclusive sports pathways to people with ID.
25
Fehsenfeld, Michael. "Inclusion of Outsiders Through Sport." Physical Culture and Sport. Studies and Research 65, no. 1 (March 1, 2015): 31–40. http://dx.doi.org/10.1515/pcssr-2015-0009.
Full textAbstract:
Abstract Social work strategy is increasingly applying sports and physical activity programs as a vehicle for the social inclusion of outsiders. The underlying assumption is that interactions between diverse social groups generate social capital, which can potentially function as a social lever for socially disadvantaged groups. Knowledge about how and when this levering process occurs is, however, insufficient. The generation and acquisition of social capital requires adequate qualities in the relationship between social entities. Hence, meticulous research is essential to expound on the mechanisms and circumstances under which the socially disadvantaged can benefit from social capital generated through sports and physical activity. The article is primarily based on qualitative interviews with different groups of socially disadvantaged people. The interviews were conducted as part of a large-scale investigation of participation in sports in socially deprived neighborhoods. Subsequently, the findings from the qualitative interviews were triangulated with findings from an assessment of documentation and evaluation reports covering about 200 projects, and findings from a scientific literature review. The findings suggest that strategies aiming at social inclusion through sports and physical activities need to take social context into consideration
26
Karić, Jasmina, and Milena Kordić. "Attitudes of sports coaches toward deafness as an indicator of creating an inclusive climate." Specijalna edukacija i rehabilitacija 21, no. 4 (2022): 283–95. http://dx.doi.org/10.5937/specedreh21-38710.
Full textAbstract:
Introduction. An inclusive approach to sports means opening up opportunities for deaf people to participate in sports activities equally to the hearing population. The paper deals with attitudes toward deafness from the perspective of sports coaches, who represent an important factor in creating an inclusive sports environment. Objectives. The aim of this research was to determine the orientation of sports coaches' attitudes toward deafness. As part of the research tasks, attitudes were examined in relation to age, gender, level of education and the type of sport the coaches practice. Methods. The research was conducted on a sample of 39 participants within the population of sports coaches. The sample consisted mostly of male subjects (66.7 %) 24 to 60 years of age, with the average age being 30.8 (SD = 7.61). Most participants completed undergraduate academic studies (43.6%). The majority of the sample were team sports coaches (82.1%). The Attitudes to Deafness Scale was used as an instrument. Results. The results showed that sports coaches were neutral in their attitudes toward deafness. Age, gender, level of education, and the type of sport did not appear to be significant factors in their attitudes toward deafness. Conclusion. Future research can focus on tests that will test the presence and influence of joint contact between sports coaches and deaf people on their attitudes toward deafness. The dominance of neutral and negative attitudes potentially represents an obstacle to the social inclusion of the deaf through sports and challenges experts dealing with the deaf population to subtly influence the change of attitudes of sports coaches toward deafness in adequate ways.
27
Cohen, Adam, E. Nicole Melton, and Jon Welty Peachey. "Investigating a Coed Sport’s Ability to Encourage Inclusion and Equality." Journal of Sport Management 28, no. 2 (March 2014): 220–35. http://dx.doi.org/10.1123/jsm.2013-0329.
Full textAbstract:
The genuine sport of quidditch, based off the Harry Potter franchise, offers an alternative to traditional sport that has grown immensely in terms of popularity and participation. Due to the scarcity of research on coed sports, and the innovative nature of quidditch, the purpose of this research was to use an exploratory qualitative approach to examine impact of the sport on its participants, and to determine how its structure influenced participants’ attitudes toward the opposite gender. Findings revealed the coed structure of the sport led to a positive coed experience for women and men, which in turn developed an increased desire for inclusivity and equality. In addition, both genders reported stereotype reduction due to participation in the sport, and women also reported feeling increased levels of self-confidence and pride. Despite these shifts in attitude, underlying prejudice toward women athletes was still apparent among men who participated in the sport.
28
McConkey, Roy, Cheryl Peng, Marie Merritt, and Amy Shellard. "The Meaning of Social Inclusion to Players With and Without Intellectual Disability in Unified Sports Teams." Inclusion 7, no. 4 (December 1, 2019): 234–43. http://dx.doi.org/10.1352/2326-6988-7.4.234.
Full textAbstract:
Abstract Sport can be a means for promoting social inclusion but to date, the perspectives of participants have been rarely sought. Focus groups interviews were held with 6 Special Olympic, Unified Sports teams in the United States as well as one each in Germany and India. In all, 49 athletes with intellectual disability and 39 team-mates without disability participated. From a thematic content analysis, a core concept of togetherness emerged, with five subthemes of equality, friendships, participation, connections, and assistance. Four main feelings were associated with togetherness: happy, relaxed, confident, and cared for. The players gave specific examples of how these outcomes were realised in sport and community settings. Their insights could guide future attempts to promote social inclusion in sports and the wider community.
29
Marivoet, Salomé. "Challenge of Sport Towards Social Inclusion and Awareness-Raising Against Any Discrimination." Physical Culture and Sport. Studies and Research 63, no. 1 (September 1, 2014): 3–11. http://dx.doi.org/10.2478/pcssr-2014-0017.
Full textAbstract:
AbstractSport presents itself as a social configuration that enhances social inclusion by promoting tolerance, respect for others, cooperation, loyalty and friendship, and values associated with fair play, the most important ethical principles of sport. However, intolerance and exclusion can also be expressed in sport, certainly even more so the bigger the social inequalities and the ethnic, religious, gender, disability, and sexual orientation prejudices are in society. The processes of social exclusion, integration, and inclusion are research areas in the social sciences with consolidated knowledge, namely in the study of the problems of poverty, social inequalities, racial and ethnic discrimination, disability, and education. However, it is necessary to discuss the existing theoretical approaches and conceptions seen as explanatory principles of the reality of these fields of analysis, look at how they can frame the reality on the sports field, and then confirm them through empirical research in order to produce knowledge based on the reality of social facts. Despite the broad consensus on the potential of sport in promoting social inclusion, in this paper I stress that this potential can only become real if the orientation of sport includes strategies aimed at achieving these goals. I intend to show how the –social issue‖ in the field of sports has gained relevance in the institutional context, and thereby a new field of research for the social science of sport has been opened and needs to be deepened.
30
Phipps, Catherine. "“We Already Do Enough Around Equality and Diversity”: Action Taken by Student Union Officers to Promote LGBT+ Inclusion in University Sport." Sociology of Sport Journal 37, no. 4 (December 1, 2020): 310–18. http://dx.doi.org/10.1123/ssj.2019-0119.
Full textAbstract:
Sport is often considered an important part of United Kingdom (U.K.) university life. However, a limited amount of research has explored inclusion in university sport, particularly considering student union officers’ perceptions. As part of a wider study on LGBT+ sport, a U.K.-wide survey was conducted with officers, alongside focus groups at four institutions. Findings suggest further action can be taken to increase sports’ accessibility. Despite evidence of discrimination toward LGBT+ students, accessible practices were not prioritized at all institutions. For instance, equality policies and trans* inclusion policies had not always been created or embedded into the running of the student unions. The findings may be useful for student unions and others in control of sport provision to increase inclusion for all.
31
Aydın, Mensure, Nejat İra, Bergün Meriç Bingül, and Çiğdem Bulgan. "Physical education and sports students’ attitudes towards inclusive education (The sample of Kocaeli University)." Journal of Human Sciences 13, no. 2 (June 20, 2016): 2839. http://dx.doi.org/10.14687/jhs.v13i2.3667.
Full textAbstract:
The aim of this study was to observe if Physical Education and Sports students’ attitudes towards Inclusive Education differ or not. The research was done according to the scanning/screening model. “Personal information form” (2004) - (reformed by Orel and his friends) and “Attitude Scale related to Inclusion” (1995)-(reformed by Antonak & Larivee and adapted into Turkish by Kırcaali & Iftar ) were used for Kocaeli University School of Physical Education and Sports /Physical Education and Sports Department’s 1st grade and the 2nd grade students (121 students) who didn’t take the Inclusive Education class and the 3rd and 4th grade students (193 students) who took the Inclusive Education class. In the statistical analysis of the research, frequency values of the data (which were obtained from personal information forms) were surveyed and while analysing the data (obtained from the attitude scale related to inclusion) arithmetic average, standard deviation and t test (for the difference between two groups ) were applied.In statistical analysis and in all parameters numerical difference was seen on the side of the students who took inclusive education class but no statEistically significant difference was found . (P<0,05). As a result, it can be said that Inclusive Education class had a positive change on the attitudes of Physical Education teacher candidates towards inclusion.
32
Kurme, A., E. Trunz-Carlisi, S. Ochs, P. Böhm, J. Joeres, and A. Seuser. "Lehrplanorientierte Inklusion hämophiler Kinder und Jugendlicher im Sportunterricht." Hämostaseologie 32, S 01 (2012): S70—S74. http://dx.doi.org/10.1055/s-0037-1619779.
Full textAbstract:
SummaryInclusive paedagogic thinking and acting is a modern and increasingly important topic in school sports. It will affect teachers as well as parents and students. The new international guidelines and national curricula enable new ways of inclusion especially for students with chronic illnesses like haemophilia. Special help from the sport teachers is of vital importance.In our project “fit for life” where we advice children and young adults with haemophilia to find their appropriate sport, we developed a new approach for an optimised inclusion of children with haemophilia into sport lessons. The whole project is running in corporation with the German Sport Teachers Association/ Hessen. We analysed and rated the actual curricula of the different school years and looked at the specific needs, risks and necessary abilities for persons with haemophilia. By this means we gathered about 600 typical movements and/or exercises for school sports and developed individual advice and adapted exercise solutions for sport lessons.
33
Nhamo, Edmore, and Patrick Sibanda. "Inclusion in Sport: An Exploration of the Participation of People Living with Disabilities in Sport." International Journal of Sport, Exercise and Health Research 3, no. 1 (May 30, 2021): 5–9. http://dx.doi.org/10.31254/sportmed.3102.
Full textAbstract:
Background: Participation in sport is a fundamental human right [1]. Participation in sports by people living with disabilities (PWDs) presents several mental, physical social and emotional benefits. However, it has been observed that the participation of PWDs in sport and physical activity is generally less as compared to their able bodied counterparts [2] . Aim: The aim of the study was to explore the participation of PWDs in Paralympic games. Objectives: The objectives of the study were to identify the level of participation of PWD in sports, barriers that impede the participation and strategies that can be used to enhance their participation. Setting: The study explored the participation of people living with disabilities (PWD) in sport (Paralympic Games) in Gokwe south district in the Midlands province of Zimbabwe. It focused on exploring barriers that impede the effective participation of People living with disabilities (PWDs). Materials and Methods: The study adopted a mixed methods research approach utilizing the embedded (nested) mixed method design within the traditional descriptive survey design. Structured interviews and observations were used as to collect data. The research participants comprised PWDs aged 15 years and above. The random sampling method was used to select a sample of sixty PWDs. Statistical analysis: Data was integrated into frequency tables and graphs and was textually interpreted to derive meaning from it. Results: The study revealed that access to sport by people with a disability was a major challenge. Lack of awareness, Severity of disability, inadequate funding, poor transport, lack of support from significant others, lack of appreciation of the value of sport, poor and inadequate assistive devices, poor training equipment and the role of the sports trainer were found to be the major factors limiting access to sport participation by PWDs. Recommendations: It was recommended that both governmental and nongovernmental organizations should provide adequate resources for the Paralympics games. It was also recommended that both government agencies and disability rights advocates should increase awareness on the importance of participation in sport by people with disabilities.
34
García Obrero, Elisa, and Higinio González García. "Una revisión narrativa: el baloncesto como medio de inclusión en el trastorno del espectro autista (A narrative review: basketball as a mean of inclusion for people with autistic spectrum disorder)." Retos 42 (June 5, 2021): 673–83. http://dx.doi.org/10.47197/retos.v42i0.87479.
Full textAbstract:
Actualmente se encuentran en auge los estudios que relacionan el Trastorno del Espectro Autista con la actividad física, siendo el deporte sinónimo de mejora en la calidad de vida de las personas. Sin embargo, todas las investigaciones que unifican el Trastorno del Espectro Autista y deporte quedan asociadas a prácticas individuales, como la natación o la equitación. El objetivo de la revisión narrativa es conocer qué suscita la literatura en relación al TEA con el deporte, concretando en los deportes colectivos y especificando en la práctica de baloncesto. La presente revisión narrativa reflexiona abrir la oferta deportiva hacia deportes colectivos, concretamente el baloncesto, encontrando en su práctica un escenario muy positivo y beneficioso para el desarrollo integral de las personas con TEA. Se acredita el deporte como medio indispensable de inclusión y crecimiento de las personas con TEA, además de evidenciarse el potencial de los deportes colectivos, concretamente el baloncesto, a la hora de progresar en aspectos diagnósticos donde las personas con TEA muestran más dificultades (relaciones sociales, funciones ejecutivas, relación en y con el entorno). Como conclusiones, se sugiere la necesidad de continuar con investigaciones que asocien el TEA a deportes colectivos, además de trabajos de campo que tengan como objeto de estudio el baloncesto y ayuden así a la producción de conocimiento entorno a las posibilidades inclusivas y de desarrollo que ofrece su práctica para las personas con TEA.
Abstract: The studies that relate the Autism Spectrum Disorder with the physical activity have currently increased, being sport a byword for improvement on people’s life quality. However, all the investigations that join the Autism Spectrum Disorder and sport refer to individual performances, such as swimming or equestrianism. Thus, the goal of the narrative review is to recognize what produces the literature about Autism Spectrum Disorder and sports (focusing on group sports, particularly basketball). This narrative revision suggests an ample sport offer in collective sports, especially basketball, finding on its practice a very positive and beneficial set for the absolute development of people with ASD. Sport is ratified as an indispensable channel of inclusion and growth in people with autism, in addition to evince the potential of group sports, specifically basketball, when progressing in diagnostic aspects where people with ASD find more difficulties (social relationships, executive functions, relationship with and in the environment). As conclusions, it is highlighted the need of continuing with investigations that relate autism with group sports, as well as field studies regarding basketball producing this way knowledge about the possibilities of inclusion and development that its practice offers to people with ASD.
35
Bloyce, Daniel, and Andy Smith. "Chapter 4 - Community sports development: Promoting social inclusion." Routledge Online Studies on the Olympic and Paralympic Games 1, no. 47 (January 2012): 79–107. http://dx.doi.org/10.4324/9780203890684_chapter_4.
Full text
36
Ohtake, Yoshihisa. "Meaningful Inclusion of All Students in Team Sports." TEACHING Exceptional Children 37, no. 2 (November 2004): 22–27. http://dx.doi.org/10.1177/004005990403700203.
Full text
37
Elfman, Lois. "Work for greater diversity, inclusion in college sports." College Athletics and the Law 15, no. 12 (March 2019): 12. http://dx.doi.org/10.1002/catl.30586.
Full text
38
D’Angelo, Chiara, Chiara Corvino, and Caterina Gozzoli. "The Challenges of Promoting Social Inclusion through Sport: The Experience of a Sport-Based Initiative in Italy." Societies 11, no. 2 (May 12, 2021): 44. http://dx.doi.org/10.3390/soc11020044.
Full textAbstract:
Social inclusion is broadly recognized as a priority to accomplish at an international level. While the influence of sport toward this social mission has been largely debated, literature lacks contributions capturing the challenges of sport when promoting social inclusion. Based in case study methodology, the investigation explores the impact of a multi-stakeholder sport initiative developing social inclusion for socially vulnerable youth and the related challenges of the intervention through in-depth interviews with diverse program stakeholders. The main findings indicated the emergence of four challenges: limited transferability of program outcomes for youth in living conditions of severe vulnerability; drop-out of youth in living conditions of severe vulnerability; limited sustainability of program social workers; lack of sports club management skills. The work highlights some limits of sport-based programs for social inclusion and discusses some implications for practice to maximize the societal impact of such interventions.
39
Darcy, Simon, Janice Ollerton, and Simone Faulkner. "“Why Can’t I Play?”: Transdisciplinary Learnings for Children with Disability’s Sport Participation." Social Inclusion 8, no. 3 (August 17, 2020): 209–23. http://dx.doi.org/10.17645/si.v8i3.2750.
Full textAbstract:
This article explores the constraints to mainstream sports participation of children with disability in community sports clubs and schools through their lived experiences and the perceptions of parents, teachers, coaches, and club officials. It does so by administering an open-ended survey instrument to a sample of participants recruited from schools, sporting facilities, and disability organizations in New South Wales and Victoria, Australia. The data were analysed through a transdisciplinary conceptual framework which brought together the social model of disability (disability studies) with the leisure constraints framework (leisure studies), which have been encouraged by both academics and practitioners. The findings identified ableist and disablist practices, creating an enabled understanding of the facilitators for social inclusion. Participants perceived that interrelated intrapersonal, interpersonal, and structural constraints excluded children from their desired sporting activities. Through applying the social model of disability to the leisure constraints framework, the findings and discussion showed that a great deal of what had been considered intrapersonal constraints of the child with disability could be reinterpreted as interpersonal and structural constraints through enabling socially inclusive practices. The implications are that a social model of disability brings a new social lens to understanding constraints to sport participation for children with disability and can produce effective strategies for inclusion in sport at schools and community sport clubs.
40
Bortoletto, Nico, and Alessandro Porrovecchio. "SOCIAL INCLUSION THROUGH SPORTS. A SHORT COMPARISON OF ITALY AND FRANCE." Society Register 2, no. 1 (August 10, 2018): 39–58. http://dx.doi.org/10.14746/sr.2018.2.1.03.
Full textAbstract:
The recent flow of immigrants to Italy and France, two countries that are the principal destinations after crossing the Mediterranean Sea, has turned out to be a complex and multidimensional problem to manage. Both France and Italy organised a complex method for welcoming and distributing the migrants around their territory as much as possible, hosting them in structures adapted or created for this purpose.On the Italian side, two main issues might be identified and analysed: on the one hand the humanitarian emergency of the reception of the migrants, on the other hand, the difficult processes of social integration/inclusion which were put in place. On the French side, these issues are linked to the managing of the risk of radicalisation, in a context in which the memory of the recent terrorist attacks remains vivid.In dealing with the management of the process of social integration/inclusion, sport has proven to be an important (although controversial) opportunity for social inclusion of young immigrants. Micro participatory action-research has highlighted the potential given by a shared cultural framework, such as that provided by the practice of sport. On the Italian side, these practices have not yet been institutionalised, while on the French side there is a more organic strategy, based on a longer standing tradition of using sport as a means of social inclusion.Starting from this premise about the situation of the two countries, we will propose a descriptive and theoretical comparison based on some case studies that we consider significant in terms of the French and Italian approach to social inclusion through sports.
41
Torres Paz, Luis Edwin, Juan Carlos Granados Barreto, Edgardo José Torres Lozada, David Bustamante Cerna, and Bertila Hernández-Fernández. "Enfoque de la inclusión de estudiantes con discapacidad en la Formación Inicial Docente de Educación Física en el Perú (Approach to the inclusion of students with disabilities in the Initial Teacher Training of Physical Educa-tion in Peru)." Retos 47 (January 2, 2023): 962–68. http://dx.doi.org/10.47197/retos.v47.95493.
Full textAbstract:
El propósito de este estudio fue analizar el Diseño Curricular Básico Nacional de la Formación Inicial Docente (FID) del Programa de Estudios de Educación Física del Perú en materia de inclusión de estudiantes con discapacidad. Se evaluó la correspondencia entre los dominios y competencias que sirven de base para el contenido curricular y los retos y requerimientos que proponen los documentos de la Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura para alcanzar la educación inclusiva. El análisis de los cursos en la FID se fundamentó en el manual de codificación alineado al Marco de Dominios Teóricos modificado para orientarse a la educación física inclusiva. Los resultados revelaron que Diseño Curricular de la FID de Educación Física del Perú sí se orienta a desarrollar en el profesorado cualidades que permitan atender las necesidades, intereses y contextos de todos los estudiantes. Sin embargo, el análisis de los contenidos demuestra que no hay un enfoque específico para estudiantes con discapacidad en la mayoría de sus cursos. Por lo cual el artículo concluye recomendando la implementación de contenidos con enfoque inclusivo en el diseño curricular. Palabras clave: inclusión; formación; docente; discapacidad; diversidad. Abstract. The purpose of this study was to analyze the National Basic Curricular Design of the Initial Teacher Training (FID) of the Physical Education Study Program of Peru in terms of the inclusion of students with disabilities. The correspondence between the domains and competencies that serve as the basis for the curricular content and the challenges and requirements proposed by the documents of the Organization of Ibero-American States for Education, Science and Culture to achieve inclusive education was evaluated. The analysis of the courses in the FID was based on the coding manual aligned to the Framework of Theoretical Domains modified to be oriented towards inclusive physical education. The results revealed that Curriculum Design of the FID of Physical Education of Peru is oriented to develop in the teaching staff qualities that allow attending to the needs, interests and contexts of all students. However, the content analysis shows that there is no specific focus for students with disabilities in most of their courses. Therefore, the article concludes by recommending the implementation of content with an inclusive approach in curricular design. Keywords: inclusion; training; teacher; disability; diversity.
42
McCormack, Karen M. "Inclusion and Identity in the Mountain Biking Community: Can Subcultural Identity and Inclusivity Coexist?" Sociology of Sport Journal 34, no. 4 (December 2017): 344–53. http://dx.doi.org/10.1123/ssj.2016-0160.
Full textAbstract:
Lifestyle sports studies have emphasized the boundary work done by core participants and the resulting exclusionary and hierarchical structures of these sports. Mountain biking is a lifestyle sport structured to incorporate new riders, yet bikers still share a group identity, raising important questions about whether exclusivity is necessary for subcultural identity. Drawing on 60 interviews with mountain bikers, this study explores both the meanings participants make of their experience and the organizational structure of the community. The community is designed to recruit and fully incorporate new members, while members maintain a sense of identity as mountain bikers through transmitting skills and knowledge to newer riders. These findings point to the importance of organizational structure in shaping community practices.
43
Promis, David, Nirmala Erevelles, and Jerry Matthews. "Reconceptualizing Inclusion: The Politics of University Sports and Recreation Programs for Students with Mobility Impairments." Sociology of Sport Journal 18, no. 1 (March 2001): 37–50. http://dx.doi.org/10.1123/ssj.18.1.37.
Full textAbstract:
In this essay, we explore and expand the meaning of “inclusion,” as it relates specifically to the sports and recreation programs that are made available to students with mobility impairments enrolled at colleges and universities. In the first part of the essay we examine how the two disciplinary areas of disability sport and disability studies address the politics of inclusion. In the second section of the paper, we will use one public university. South State (a pseudonym), as an example to demonstrate how certain social institutions interpret the concept of inclusion. Finally, we expand this discussion to offer an alternative theorization of the concept of inclusion that will impact not only students with disabilities but also students marked by race, class, gender, and sexuality who are also excluded despite the university’s espousal of the popular rhetoric of “inclusion.”
44
Solera, Bruna, Patrick Paludett Flores, Ana Luiza Barbosa Anversa, Yedda Maria Da Silva Caraçato, Vânia de Fátima Matias De Souza, and Carlos Herold Junior. "Percepções de atletas paralímpicos sobre a inclusão social por meio do esporte (Paralympic athletes perceptions about social inclusion through sport)." Retos 42 (May 20, 2021): 655–61. http://dx.doi.org/10.47197/retos.v42i0.85713.
Full textAbstract:
A presente pesquisa objetivou analisar a percepção dos atletas de esporte paralímpico acerca da influência da prática esportiva para a inclusão social. Para isso, contou-se com a participação de 19 atletas das modalidades Bocha, Basquete em Cadeira de Rodas e Vôlei Sentado da cidade de Maringá-PR/Brasil. Como instrumento de pesquisa, optou-se pela entrevista não estruturada. Os dados coletados foram analisados com base nos pressupostos da análise de conteúdo e organizados com auxílio do software NVivo. Evidenciou-se que o esporte e seus desdobramentos, a partir da visão dos atletas paralímpicos, contribui significativamente com a qualidade de vida e convívio social entre os pares, o que pode gerar alguns indicativos para o processo de inclusão social. Nesse sentido, conclui-se que o envolvimento com o esporte paralímpico não contribui diretamente com a inclusão social dos sujeitos, uma vez que as relações interpessoais em sua maioria ainda permanecem restritas as pessoas com deficiência, porém, destaca-se que tal ação possibilita ganhos pessoais ímpares para a vida dos atletas.
Abstract: The research aimed to analyze the perception of Paralympic sport athletes about the influence of sports practice for social inclusion. For this, 19 athletes from Bocce, Wheelchair Basketball and Sitting Volleyball from the city of Maringá-PR participated. As a research instrument, opted for the unstructured interview, with the data collected and analyzed based on the assumptions of the content analysis and organized with the aid of the N Vivo software. It was Evidenced that the sport and its unfolding contribute to the quality of life and inclusion of the people involved, however, the inclusion is carried out in certain spaces and among people with disabilities. It is concluded with this, that the involvement with the Paralympic sport does not contribute to the social inclusion of the subjects, even contributing to gains for the athletes' lives.
Resumen: El estudio tuvo como obje the Paralympic sport does not contribute to the social inclusion otivo analizar la percepción de las personas con discapacidad involucradas en el deporte paralímpico sobre la influencia del deporte para la inclusión social. Para ello participaron 19 deportistas de Bochas, Baloncesto en Silla de Ruedas y Voleibol Sentado de la ciudad de Maringá-PR. Como instrumento de investigación se optó por la entrevista no estructurada, con los datos recolectados y analizados en base a los supuestos del análisis de contenido y organizados con la ayuda del software N Vivo. Se hizo evidente que el deporte y sus consecuencias contribuyen a la calidad de vida e inclusión de las personas involucradas, sin embargo, la inclusión se realiza en determinados espacios y entre personas con discapacidad. Se concluye con esto, que la implicación con el deporte Paralímpico no contribuye a la inclusión social de los sujetos, contribuyendo incluso a ganancias para la vida de los deportistas.
45
Cunningham, George B., Risa Isard, and E. Nicole Melton. "Transgender Inclusion in Sport." Kinesiology Review 11, no. 1 (February 1, 2022): 64–70. http://dx.doi.org/10.1123/kr.2021-0040.
Full textAbstract:
Questions about transgender individuals’ place in sport persist. Therefore, the purpose of this paper was to focus on transgender inclusion in sport. Drawing from varied perspectives, the authors present five reasons for inclusion, basing their arguments on sport as a human right, fairness, gendered notions of athleticism, well-being, and economics. The authors then present a multilevel model for including transgender athletes, coaches, and administrators in sport, identifying factors at the macro-, meso-, and micro-levels of analysis.
46
Haudenhuyse, Reinhard, and Marc Theeboom. "Introduction to the Special Issue “Sport for Social Inclusion: Critical Analyses and Future Challenges”." Social Inclusion 3, no. 3 (June 25, 2015): 1–4. http://dx.doi.org/10.17645/si.v3i3.381.
Full textAbstract:
“Sport for Social Inclusion: Critical Analyses and Future Challenges” brings together a unique collection of papers on the subject of sport and social inclusion. The special issue can be divided into three major parts. The first part consists of three papers tacking on a broad perspective on sport and social exclusion, with specific attention to austerity policies, sport-for-change and exclusion in youth sports. The second part of the special issue tackles specific themes (e.g., group composition and dynamics, volunteering, physical education, youth work, equality, public health) and groups (e.g., people with disabilities, disadvantaged girls, youth) in society in relation to sport and social exclusion. The third part consists of three papers that are related to issues of multiculturalism, migration and social inclusion. The special issue is further augmented with a book review on Mike Collins and Tess Kay’s <em>Sport and social exclusion</em> (2nd edition) and a short research communication. The editors dedicate the special issue to Mike Collins (deceased).
47
Stangova, E., J. Levicka, E. Ochabova, and M. Vacekova. "The Benefit of Sport for People with Disabilities." Clinical Social Work and Health Intervention 13, no. 5 (September 22, 2022): 53–60. http://dx.doi.org/10.22359/cswhi_13_5_11.
Full textAbstract:
Starting points: People with disabilities face daily obstacles that do not allow them to integrate adequately into society. Health disadvantage itself is a complex and multidimensional phenomenon, which carries with it several specificities. Social inclusion is a phenomenon that is still present in the academic world than in society itself. A specific part of inclusion is precisely the participation of people with disabilities in sporting activities. Although sport can be understood as the most beautiful means of inclusion of people with disabilities, it is here that we can observe shortcomings in participation in sport. Very little attention is paid to the management of sport of persons with disabilities and their support from society is at a minimum. We chose this issue precisely because of the increase in the interest of people with disabilities in sports activities. Methods: The study analyzes sport as a means of inclusion of people with disabilities in society. We carried out the research in qualitative design and as a method of data collection we chose a semi-structured interview, which we conducted with 9 informants between October 2021 and March 2022. We analyzed the results of our research was to find out what sport brings to the lives of people with disabilities and to find out in what areas sport has enriched the lives of people with disabilities. Results & conclusions: Based on our findings, we can conclude that people with disabilities reflect the changes that occurred in their lives after they started active sports. Through sport, they managed to improve not only their physical condition, but also brought positive changes to them by sport in the fields of mental and social. Our research also confirmed the positive impact of sport on the autonomy of people with health disadvantages.
48
Romano, Emily K., Kyle A. Rich, and Dennis Quesnel. "Leveraging Sports Events for LGBTQ2+ Inclusion: Supporting Innovation in Organizational Culture and Practices." Case Studies in Sport Management 10, S1 (January 1, 2021): S41—S45. http://dx.doi.org/10.1123/cssm.2021-0012.
Full textAbstract:
In this case study, learners are introduced to Sloane, a diversity and inclusion officer who is working to create more inclusive sport and recreation opportunities in her community. A national-level sport event will be hosted in her community and provides an opportunity to elevate and accelerate the work she is already doing with sport and recreation organizations. Learners will develop an understanding of two key themes: LGBTQ2+ inclusion and event leveraging. Working through the case will require learners to think critically about sexuality and gender identity in the context of sport participation and organizations. Furthermore, learners will have the opportunity to think creatively about how they can support innovation in organizational cultures and practices with a view to fostering more inclusive, welcoming, and safe sport organizations.
49
Wanneberg, Pia Lundquist. "Sport, Disability, and Women: A Study of Organised Swedish Disability Sport in 1969-2012." Polish Journal of Sport and Tourism 24, no. 4 (December 1, 2017): 213–20. http://dx.doi.org/10.1515/pjst-2017-0020.
Full textAbstract:
Abstract Introduction. The purpose of this article is first to provide a picture of disability sport in general and second to increase knowledge of sport for women with disabilities. Material and methods. The study method is a qualitative text analysis of organised Swedish disability sport and of media reporting of the Paralympics. The study begins in 1969, the year when the Swedish Sports Organization for the Disabled (SHIF) was formed, and continues until the Summer Paralympics in 2012. The theory is based on three conceptual pairs: integration and inclusion, the medical and social models, and the traditional and progressive models of media coverage. Results. The results show that SHIF strove principally not for inclusion but for integration. Further, women in SHIF led a hidden existence, except for the period between the end of the 1970s and the beginning of the 1980s, when initiatives were taken to improve their position. In other respects, this was a non-issue. Moreover, the medical model was dominant, and sport was viewed above all as rehabilitating. Finally, mainstream media reporting was traditional, namely Paralympic participants were portrayed first and foremost as people with disabilities and secondarily as sports practitioners. Conclusion. Swedish disability sport during this period was not included in the sports movement in general and integration work was, for the SHIF board, superordinate to the gender aspect.
50
Ojala, Anna-Liisa, and Holly Thorpe. "The Role of the Coach in Action Sports: Using a Problem-based Learning Approach." International Sport Coaching Journal 2, no. 1 (January 2015): 64–71. http://dx.doi.org/10.1123/iscj.2014-0096.
Full textAbstract:
Action sports (e.g., snowboarding, skateboarding, windsurfing, BMX) have traditionally celebrated antiauthoritarian, do-it-yourself and anticompetition cultural values. With the institutionalization and commercialization of action sports over the past two decades, and the introduction of mega-sports events such as the X Games, and the inclusion of some action sports into the Olympic Games (i.e., snowboarding, freestyle skiing, BMX), action sport athletes are increasingly working with coaches, psychologists, agents, managers and personal trainers to improve their performances. In this Insights paper we consider coaching in action sports via the case of Finnish professional snowboarders’ attitudes to coaches. Drawing upon conversations with elite freestyle snowboarders we briefly present insights into their perceptions of the various positions of coaches in professional snowboarding before we offer suggestions built upon a Problem-based learning approach for coaches interested in working with action sport athletes.