was very informative, and I think we need to have a plan to move the Club forward. Because of recent trends in National Sport Organizations (NSOs) and pressure from Sport Canada to increase Diversity, Equity, and Inclusion (DE&I) initiatives, Provincial and Territorial Sport Organizations (P/TSOs) are
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Developing a Community Sport Organization’s Diversity, Equity, and Inclusion Policy
Megan C. Piché, Erik L. Lachance, and Shannon Kerwin
Teaching for Immigrant Girls’ Inclusion: Social Justice Physical Education Teachers’ Involvement With School Stakeholders
Carolina Nieva Boza and Teresa Lleixà Arribas
inclusion. Various previous studies have pointed to low participation by girls in these sorts of activities ( Oliver & Kirk, 2015 ; Telford et al., 2016 ), particularly in environments characterized by cultural and/or ethnic diversity ( Thorjussen & Sisjord, 2019 ; With-Nielsen & Pfister, 2011 ), and
Leveraging Sports Events for LGBTQ2+ Inclusion: Supporting Innovation in Organizational Culture and Practices
Emily K. Romano, Kyle A. Rich, and Dennis Quesnel
Canada Games. Although St. Catharines does not have the richest history when it comes to accessibility and inclusion, the City has recently made various commitments to increase the profile of their work related to diversity, inclusion, and equity. Efforts including the creation of the LGBTQ2+ Advisory
“What’s the Difference?” Women’s Wheelchair Basketball, Reverse Integration, and the Question(ing) of Disability
Nancy Spencer-Cavaliere and Danielle Peers
The inclusion of able-bodied athletes within disability sport, a phenomenon known as reverse integration, has sparked significant debate within adapted physical activity. Although researchers and practitioners have taken up positions for or against reverse integration, there is a lack of supporting research on the experiences of athletes who already play in such settings. In this study, we explore how competitive female athletes who have a disability experience reverse integration in Canadian wheelchair basketball. Athletic identity was used as the initial conceptual framework to guide semistructured interviews with nine participants. The results suggest that participation in this context contributed to positive athletic identities. Interviews also pointed to the unexpected theme of “what’s the difference?” that this sporting context provided a space for the questioning and creative negotiation of the categories of disability and able-bodiedness. Methodologically, this paper also explores the possibilities and challenges of inter- worldview and insider-outsider research collaboration.
An Interpretative Phenomenological Analysis of Black Women Diversity and Inclusion Leaders in Sport Organizations
Ajhanai C.I. Keaton
An Athletic Diversity and Inclusion Officer (ADIO) is a novel leadership position in Division I athletic departments in the National College Athletic Association ( Keaton, 2021 ). The ADIO position resembles the Chief Diversity Officer (CDO) in higher education. CDOs have existed in higher
Communicating and Practicing Diversity, Equity, and Inclusion in Finnish Esports Organizations: Challenges and Opportunities
Usva Friman, Maria Ruotsalainen, and Matilda Ståhl
from the perspective of diversity, equity, and inclusion (DEI). Currently, the demographic primarily involved in esports—both as participants in various roles and the audience—is known to be very limited, consisting mostly of young, predominantly White and Asian men from middle- or upper
Student Attitudes Toward Inclusion in Physical Education: The Impact of Ability Beliefs, Gender, and Previous Experiences
Raul Reina, Yeshayahu Hutzler, María C. Iniguez-Santiago, and Juan A. Moreno-Murcia
Inclusion of students with disability in physical education (PE) classes as a part of an educational inclusion approach has been recommended by the Committee of Ministers of the European Union to member states regarding children and young people ( Council of Europe, 2013 ). During the last decade
Perspectives of Students With Special Needs on Inclusion in General Physical Education: A Social-Relational Model of Disability
Lijuan Wang
, Mouratidou, & Koidou, 2008 ; Sato, Hodge, Murata, & Maeda, 2007 ). However, physical inclusion of these students in general PE does not necessarily develop successful social inclusion ( Morrison & Burgman, 2009 ). Students continue to experience certain barriers in PE—for example, inequitable opportunities
Perspectives on Inclusion in Physical Education From Faculty and Students at Three Physical Education Teacher Education Programs in Chile
Fabián Arroyo-Rojas and Samuel R. Hodge
Inclusion, as posited by several authors, is perceived as a philosophy extending beyond the mere coexistence of students with and without disabilities in shared spaces ( Haegele, 2019 ; Hodge, 2014 ; Pellerin et al., 2022 ; Wilson et al., 2020 ). It is conceptualized as a philosophical
Physical Activity Inclusion in Dementia-Friendly Communities: A Mixed Methods Study
Rebecca Hadley, Elspeth Mathie, Elizabeth Pike, and Claire Goodman
of what it is like to live with dementia, creating and lobbying for opportunities for individuals to be active citizens accessing the services and support they need ( British Standards Institution, 2015 ; Heward et al., 2017 ). As part of promoting inclusion and participation, there is a case for
