Understanding Special Olympics Experiences from the Athlete Perspectives Using Photo‐Elicitation: A Qualitative Study

Abstract

Photo-elicitation was a useful and important tool in assisting athlete participants to communicate their motivations to participate in sport in ways that using traditional verbal interviewing would not.

Special Olympics: Athletes' perspectives, choices and motives

“…These findings are supported by previous research on athletes with ID and their motives for participating in sport who identified a combination of intrinsic and extrinsic motivational factors as influencers (Farrell et al, 2004; Harada & Siperstein, 2009; Shapiro, 2003). They are also consistent with previous qualitative studies that found fun and social connections as important motivators for athletes to continue their participation in sport, allowing them to experience an improved quality of life and increased abilities (Mason, Timms, Hayburn, & Watters, 2013; Weiss et al, 2017).…”

“…They felt they would benefit from greater choices in training offered by their coaches and further opportunities to provide input relating to their own sporting involvement and progression. Interestingly, similar findings were presented by another qualitative study that dealt not only with what SO athletes tend to like and perceive helpful based on their participation (Robinson et al, 2018; Weiss et al, 2017) but also which elements of their training that athletes usually find detrimental for their sporting participation (Farrell et al, 2004). It is important to note, therefore, that these factors may be barriers to participation for athletes (and nonathletes) with ID and may be reasons for athletes to choose to terminate their sporting endeavours with the SO.…”

“…Participating in sport and exercise is clearly beneficial and, according to Balic, Mateos, Mateos, Blasco, and Fernhall (2000) and Draheim, Williams, and McCubbin (2002), for individuals with ID, such benefits include enhanced health and fitness, greater social acceptance (Harada & Siperstein, 2009), an increase in social competence (Dykens & Cohen, 1996; Hassan, Dowling, McConkey, & Menke, 2012; Özer et al, 2012) and a more positive self‐image (Gibbons & Byshakra, 1989; Riggen & Ulrich, 1993). Weiss, Diamond, Demark, and Lovald (2003) go as far as to suggest that through participation in sport, disabled athletes experience joy, confidence and fulfilment not only on the playing field but in life in general, and individuals who participate in sport over a prolonged period of time are said to gain more positive psychological profiles (Weiss & Bebko, 2008; Weiss et al, 2017).…”

“…In addition, experiences relating to sport and exercise in an environment free from social exclusion and negative judgement are advantageous for individuals with ID (Kersh & Siperstein, 2007; Megginson, Nakamura, & Furst, 1997). However, whilst there is evidence that active sporting participation is beneficial for individuals with ID (Kersh & Siperstein, 2007; Weiss et al, 2017), Tint, Thompson and Weiss (2017) argue that there is a need for more robust evidence on the effects of variable training regimes, clear conditioning and periodisation (i.e. in training sessions) on the physical and mental benefits in SO participants.…”

Individual and contextual predictors of retention in Special Olympics for youth with intellectual disability: who stays involved?

“…Farrell, Crocker, McDonough and Sedgwick (2004) interviewed 38 adult SO athletes and noted that athletes seek out experiences of competence, autonomy and relatedness, while Harada and Siperstein (2009) interviewed adult SO athletes and their families and found that enjoyment, happiness, friendship and achievement were common reasons for participation. A more recent photo‐elicitation study of five SO athletes (ages 13 to 33) identified themes of connectedness (with friends, teammates and coaches) and training in sport (dedication to sport, competition and trophies) as being central to athlete perceptions of why sport matters to them (Weiss et al ., 2017). Further, qualitative research with parents of young athletes in SO suggests parents believe SO offers an instructional environment that fosters personal competence, instils a sense of self‐efficacy, encourages athletes to set and work towards physical and social goals and is a secure and accepting environment that fosters relatedness and happiness (Goodwin, Fitzpatrick, Thurmeier, & Hall, 2006).…”