Competitive sport, therapy, and physical education: voices of young people with cerebral palsy who have high support needs

Enright, Eimear; Beckman, Emma; Connick, Mark J.; Dutia, Iain; Macaro, Angelo; Wilson, Paula J.; O’Sullivan, Jennifer; Lavalliere, Jean-Michel; Block, Turner; Johnston, Leanne M; Panagoda, Gaj; Tweedy, Sean M.

doi:10.1136/bjsports-2020-102276

Cited by 9 publications

(16 citation statements)

References 3 publications

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“…The number of publications was increasing (1995-2004: nine studies; 2005-2014: 34 studies); however, only eight studies have been published (online) from 2015 to 2020. 10,37,39,41,46,47,50,51 The participants in most studies (41 out of the 52) were solely young PWD. 1,3,4,6,7,9−12,14−21,23−35,37,38,42,43,46−51 Six studies used a multi-stakeholder approach, 2,13,22,41,44,45 where the views of young PWD were reported together with those of teachers, principals, parents, siblings and/or community sport members, depending on the specific aims and context of each study.…”

Section: Context and Aimsmentioning

confidence: 99%

“…9,27,30,33 While most of the research was conducted in school settings, community sport was the primary context of research within 14 studies. 1,5,10,15,20,22,25,26,31,32,36,38,41,44 These studies focused on investigating young people's experiences of youth camps, intervention sports programmes, competitive sport, and general engagement in sport outside of school. Additionally, one article had a non-sport focus (i.e.…”

Section: Context and Aimsmentioning

confidence: 99%

See 1 more Smart Citation

Engaging young people with disabilities in research about their experiences of physical education and sport: A scoping review of methodologies and methods

Clish

Enright

Sperka

et al. 2022

European Physical Education Review

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Young people with disabilities (PWD) have increasingly become part of complex and important conversations surrounding their experiences and engagement in physical education (PE) and sport. Despite more young voices being heard, scant attention has been given to why we are listening, who we are listening to, and how we are listening. In this scoping review, we focus on the methodologies and methods used when researching the perspectives young PWD hold of PE and sport. Through searching Google Scholar, PE and sport journals, and citations and references of relevant research studies, we retrieved 52 empirical publications and information was extracted on their aims, country of origin, context and participants, research design, data sources, analytical, theoretical and conceptual frameworks, and key findings and recommendations. By reviewing methodologies and methods, we were able to identify that: authors often justified their work as ‘filling a gap’; varied, and often minimal, participant information was provided; and finally, data generation methods were at times exclusionary and/or not sensitive to disability research contexts. Moving forward, we first recommend that careful consideration is given to why research is being done beyond contributing knowledge to the field. Second, detailed information must be provided about participants to have a clearer picture about who has and has not been included in research so that findings can be contextualised. Finally, greater attention must be given to alternative and inclusive data generation methods to engage more diverse young people, specifically those with high support needs, in research about PE and youth sport.

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Section: Context and Aimsmentioning

confidence: 99%

Section: Context and Aimsmentioning

confidence: 99%

Engaging young people with disabilities in research about their experiences of physical education and sport: A scoping review of methodologies and methods

Clish

Enright

Sperka

et al. 2022

European Physical Education Review

View full text Add to dashboard Cite

show abstract

“…While many see sport as a microcosm of society,2 and while sport continues to be influenced by this context,3–10 it is much more expansive than that. At its best, sport is society’s opposite , providing an idyllic counterpoint to this dystopia.…”

Section: Sport As a Safe Haven For Inclusionmentioning

confidence: 99%

Sports equity: a new BJSM e-Edition brings the fundamentals back into focus

Tuakli‐Wosornu

Zondi²,

Knudson

et al. 2021

Br J Sports Med

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“…To date, participants have trained regularly for 5 years. 12 A typical training week comprises 3–4×30 min sessions of moderate to vigorous pool and gym-based training. However, we observed that compared with other pool users—non-disabled members of the university community—a relatively large proportion of our participants’ training session is spent either preparing to enter the water or drying off and preparing to travel home.…”

Section: Introductionmentioning

confidence: 99%

“…The original protocol is published,11 but in summary, participants were three young people with CP&HSN (two male, one female) aged 15–16 years at time of enrolment who had never previously trained for any sport and were not meeting physical activity guidelines. To date, participants have trained regularly for 5 years 12. A typical training week comprises 3–4×30 min sessions of moderate to vigorous pool and gym-based training.…”

Section: Introductionmentioning

confidence: 99%

Time cost associated with sports participation for athletes with high support needs: a time-motion analysis of tasks required for para swimming

Dutia

Curran

Donohoe

et al. 2022

BMJ Open Sport Exerc Med

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ObjectivesPeople with cerebral palsy and high support needs (CP&HSN) are profoundly inactive but also under-represented in studies evaluating physical activity interventions. Reasons for their exclusion have not been evaluated. We hypothesised that CP&HSN would be associated with high time costs of preparatory activities (eg, getting dressed/undressed), possibly contributing to low participation and under-representation. Accordingly, this pilot study aimed to: (1) evaluate whether the time required for preparatory activities was extremely different (≥3 SD) between swimmers with and without CP&HSN; and (2) provide a qualitative indication of the preparatory tasks undertaken by swimmers with CP&HSN.MethodsEach of three experienced (5 years) para swimmers with CP&HSN and 20 non-disabled swimmers were timed entering and then exiting the pool on three occasions. Mean entry and exit time for each para swimmer was compared with the group mean for non-disabled swimmers, and differences of greater than 3.0 SD were considered extreme. A qualitative description of the tasks completed by the para swimmers was recorded.ResultsThe differences in time costs between para and non-disabled swimmers met the criterion of extreme. Pool entry times for para swimmers were 8–13 times greater (Effect size = 4.1–8.7). Pool exit times were 6–10 times greater (ES=7.0–9.5). 90% of tasks completed by para swimmers required personal assistance or wheeled mobility.ConclusionsThis pilot study suggests that, compared with non-disabled swimmers, time costs for preparation to commence or depart training are extremely high for swimmers with CP&HSN. Further research is required to evaluate the veracity of these findings.

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Competitive sport, therapy, and physical education: voices of young people with cerebral palsy who have high support needs

Cited by 9 publications

References 3 publications

Engaging young people with disabilities in research about their experiences of physical education and sport: A scoping review of methodologies and methods

Engaging young people with disabilities in research about their experiences of physical education and sport: A scoping review of methodologies and methods

Sports equity: a new BJSM e-Edition brings the fundamentals back into focus

Time cost associated with sports participation for athletes with high support needs: a time-motion analysis of tasks required for para swimming

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