Introduction to Inclusive Sports Coaching
Module 1: Introduction to Inclusive Sports Coaching Learning Objectives
- Define inclusive sports and understand the benefits of inclusive sports and current status in Ohio.
- Compare and contrast the Charity, Medical, Social, and Biopsychosocial models of disability and recognize their relevance to health outcomes of people with disabilities.
- Identify the aspects of a good inclusive sports coach.
Understanding Inclusion in Sports
Below we define some key terms that we will use throughout this training. Additionally, note that throughout this training we use both "person-first" and "identity-first" language. An example of person-first language would be "athlete with a disability" and an example of identity-first language would be "disabled athlete." Both uses of language are acceptable and respectful of people with disabilities. Using person-first language centers the person, while using identity-first language recognizes that disability is a proud identity for many people. When in doubt, it is best to default to person-first language unless you know that someone prefers identity-first language to refer to their disability. But it is important to note that the words disability and disabled are not bad words. In this training, we model using both terms.
Sports
Sports in this training include any physical activity that people do for fun and/or to compete with others, such as football, cheerleading, dance, soccer, and so on. Sports can be played inside school during a physical education class, on a school competitive team, for an after school club, etc.
Disability
When we say disability, we mean any impairment in body function or structure, activity limitation, and/or participation restriction. Common disability categories include, but are not limited to, physical, mobility, mental, intellectual, developmental, and sensory (blindness/low vision and deafness/hard of hearing) disabilities.
Inclusion
When we say inclusion or inclusive, we mean making sure that everybody has the same opportunities and resources to participate in activities together.
Accessible
When we say accessible, we mean creating spaces and things that are able to be reached, entered, or used by all people.
The National Center on Accessible Education Materials further elaborates on the concept of accessible in the video below and on this webpage describing accessibility.
In the videos below, learn from an athlete, parent, coach, and physical therapist and athletic trainer on what inclusive sports means to them.
What Does Inclusive Sports Mean to You? - Athlete, Parent, and Coach Perspectives
What Does Inclusive Sports Mean to You? - Clinical Perspective
In the video below, Brynne Presser Funderburg summarizes the results of a recent needs and asset assessment around inclusive sports in Ohio.
Findings from the Ohio Inclusive Sports Assessment
- Inclusive Sports Needs Assessment transcript
- Ohio Inclusive Sports Needs Assessment Presentation Slides
Needs Assessment Documents (Optional Review)
Why are inclusive sports important in schools? Below is an outline of the legal and ethical considerations for disability inclusion.
Legal Reasons
- What It Means: Laws like the Americans with Disabilities Act (ADA) and Individuals with Disabilities Education Act (IDEA) ensure that students with disabilities have equal access to sports programs. According to a joint letter from the US Department of Justice and US Department of Education from June 29, 2010, people with disabilities should be able to "acquire the same information, engage in the same interactions, and enjoy the same services in an equally integrated and equally effective manner, with substantially equivalent ease of use."
- Why It Matters: By following these laws, schools create fair opportunities for all students to engage in physical activities tailored to their needs.1
Ethical Responsibilities
- What It Involves: Upholding fairness, respect, and integrity within sports programs by promoting inclusivity and positive role modeling.2
- Why It's Important: Ethical behavior ensures a safe and supportive environment where every student feels valued and included.
Examples of Inclusive Sport Programs
- Unified Sports Programs: Bring together students with and without disabilities to compete in various sports, promoting teamwork and socialization.3
- Adaptive Physical Education: Modifies activities to suit individual needs, ensuring all students can actively participate in physical education classes together.4
- Adaptive Equipment Usage: Providing specialized equipment like shorter sticks for wheelchair users or balls with bells for students with low vision or who are blind enables participation.5
- Inclusive Sports Events: Organizing events where all students can participate promotes socialization, inclusion, and a sense of belonging among diverse groups.
By understanding these legal, ethical, and practical aspects of inclusive sports programs, educators create environments where every student feels valued and empowered to engage in physical activities. Prioritizing inclusivity not only aligns with legal requirements but also reflects a commitment to promoting overall inclusion within school sports settings. Ultimately, embracing these principles ensures that every student can thrive physically, socially, and emotionally through participation in inclusive and adaptive sports programs.
References:
- Green L. Disabilities Law and Reasonable Accommodations in Sports. National Federation of State High School Associations Website. Published March 10, 2016. Accessed October 16, 2024.
- Walker YN. Playing the Game of Academic Integrity vs. Athletic Success: The Americans with Disabilities Act (ADA) and Intercollegiate Student-Athletes with Learning Disabilities, 15 Marq. Sports L. Rev. 601 (2005).
- Sport Safe. Adaptive Sports Programmes in Schools: Fostering Inclusion and Empathy. Sport Safe Website. Accessed October 16, 2024.
- CerebralPalsy.org. Adapted Sports in the Public School System. Cerebral Palsy Website.
- University of Michigan News. Increasing Inclusion in Sports and Recreation. Accessed October 16, 2024.
In the videos below, learn from an athlete, parent, coach, and physical therapist and athletic trainer about the benefits of inclusive sports from their perspectives.
What are the Benefits of Inclusive Sports? - Athlete, Parent, and Coach Perspectives
What are the Benefits of Inclusive Sports? - Clinical Perspective
Disability 101
We invite you now to pause and reflect. When you hear or read the words "disability" or "disabled" what words or phrases immediately come to your mind? Consider writing these words down to revisit later after taking the training. Keep these words or phrases in mind as you review the rest of the content in this module to identify how you have been conceptualizing disability prior to this training.
The video below provides a brief introduction to understanding the disability population.
The video below provides an overview of how disability has historically been viewed in society and how those views directly impact the disability community.
The video below provides an overview of the differences in health outcomes that people with disabilities experience and how increased access to physical activity can improve these outcomes.
Ensuring the inclusion of individuals with disabilities in sports is not only a matter of fairness, but also a testament to the power of sports to foster unity. School staff and administrators play a pivotal role in creating an inclusive environment where athletes of all abilities can thrive. Central to this mission are accommodations and adaptations, two key concepts that form the foundation for supporting individuals with disabilities in sports.
What is an Accommodation and How is it Different from Adaptation?
Accommodation refers to modifications or adjustments made to the environment, equipment, rules, or processes to ensure that individuals with disabilities have equal opportunities to participate in sports. These changes are designed to remove barriers and provide necessary support without fundamentally altering the nature of the activity (Sherrill, 2004). Accommodations can range from providing assistive devices, like wheelchairs or hearing aids, to adjusting playing surfaces or schedules to meet the needs of athletes with disabilities.
Adaptation, on the other hand, involves modifying the way a sport is played or structured to enable individuals with disabilities to fully engage and compete. Unlike accommodations, adaptations may involve altering rules, techniques, or strategies to make the sport more accessible while still maintaining its integrity (Hutzler & Sherrill, 1999). For example, in wheelchair basketball, adaptations include rules specific to wheelchair users such as dribbling while pushing the wheelchair.
Importance of Accommodations and Adaptations in Sports
The implementation of accommodations and adaptations is crucial for promoting inclusivity in sports. By making these adjustments, you can create an environment where athletes with disabilities feel welcomed, valued, and empowered to showcase their skills and talents (Sherrill, 2004). Moreover, accommodations and adaptations not only benefit athletes with disabilities but also enrich the overall sporting experience for everyone involved by fostering teamwork, empathy, and mutual respect.
Practical Strategies for Implementing Accommodations and Adaptations
- Individualized Approach: Recognize that each athlete may have unique needs and preferences when it comes to accommodations and adaptations. Work closely with athletes with disabilities to understand their requirements and tailor support accordingly (Hutzler & Sherrill, 1999).
- Training and Awareness: Provide training for coaches, officials, teammates, and spectators on how to interact with and support athletes with disabilities. Foster a culture of inclusivity and respect within the sports community (Sherrill, 2004).
- Collaboration: Partner with disability organizations, healthcare professionals, or adaptive sports experts to gain insights into best practices for implementing accommodations and adaptations effectively (Hutzler & Sherrill, 1999).
- Continuous Evaluation: Regularly assess the impact of accommodations and adaptations on athlete performance and well-being. Be open to feedback from athletes with disabilities to refine strategies for better inclusion (Sherrill, 2004).
Both accommodations and adaptations are essential tools for promoting the inclusion of individuals with disabilities in sports. Understanding these concepts and implementing them thoughtfully will allow us to create a welcoming and supportive environment where every athlete can participate in a meaningful way. You can be a champion of inclusivity in sports by making accommodations and adaptations that respect the unique abilities of all athletes!
References:
- Hutzler, Y., & Sherrill, C. (1999). Disability, physical activity, and sport. In C. Sherrill (Ed.), Adapted physical activity, recreation and sport: Crossdisciplinary and lifespan (5th ed., pp. 107-137). WCB/McGraw-Hill.
- Sherrill, C. (2004). Adapted physical activity, recreation and sport: Crossdisciplinary and lifespan (6th ed.). McGraw-Hill.
The Inclusive Coach
In the video below, discover effective coaching insights and the essential qualities of an inclusive coach. Learn from an athlete, parent, and coach on how emphasizing honesty, patience, and open communication can foster inclusivity. Explore how to tailor coaching approaches to individual needs and the importance of challenging athletes with disabilities.
What Makes a Good Coach? - Athlete, Parent, and Coach Perspectives
Fostering an Inclusive Mindset
From our needs assessment we learned that the best inclusive sports programs include the entire school community, such as school leaders, teachers, coaches, students, parents, and the community. Look for opportunities that build community ties both within and outside the school. When the whole school community creates a culture of inclusion for athletes with disabilities, everyone benefits.
Keep in mind that there should be options for children to play sports that are primarily for fun, as a way to be active, and learning how to be a part of a team. When the focus is not on winning competitions, it is easier to be inclusive of all athletes.
We learned that the best inclusive sports programs have coaches who are patient, welcoming, and supportive of athletes with disabilities and most importantly, believe in their athletes with disabilities on their teams. Great programs also have coaches who view disability as a strength on their team rather than a weakness. So it is important to change your perspective on disability and view athletes with disabilities through the lens of what assets they can bring to the team.
Reference:
- Whalen Smith CN, Presser Funderburg B, Ellsworth D. September 2023. “Inclusive Sports for Ohio Youth with Disabilities: Statewide Needs Assessment.” [Report]. The Ohio Colleges of Medicine Government Resource Center, Columbus, OH.
Module 1 Knowledge Check
- According to participants from a needs assessment in Ohio, the number one thing that schools can do right now to improve inclusive sports in schools is to foster a culture of inclusion and acceptance for athletes with disabilities in schools.
- True
- False
- What are the benefits of inclusive sports? (Select all that apply)
- Physical health
- Mental health
- Social
- Future Opportunities
- Which model of disability would say that what disables an athlete from participation in sport are inaccessible practice locations or schedules?
- Charity
- Medical
- Social
- Biopsychosocial
- Which of the following are aspects of good inclusive coaches? (Select all that apply)
- Patient
- Welcoming
- Supportive
- Believe in the abilities of athletes with disabilities
- View disability as a weakness
- According to participants from a needs assessment in Ohio, the number one thing that schools can do right now to improve inclusive sports in schools is to foster a culture of inclusion and acceptance for athletes with disabilities in schools.
- True
- What are the benefits of inclusive sports? (Select all that apply)
- Physical health
- Mental health
- Social
- Future Opportunities
- Which model of disability would say that what disables an athlete from participation in sport are inaccessible practice locations or schedules?
- Social
- Which of the following are aspects of good inclusive coaches? (Select all that apply)
- Patient
- Welcoming
- Supportive
- Believe in the abilities of athletes with disabilities