The purpose was to analyze the social construction of Challenger baseball opportunities in a selected community. Participants were 10 boys and 6 girls with mental and/or physical disabilities (ages 7 to 16 years, M = 11.31), their families, and the head coach. Data were collected through interviews in the homes with all family members, participant observation at practices and games, and field notes. The research design was qualitative, and critical theory guided interpretation. Analytical induction revealed five outcomes that were particularly meaningful as families and coach socially constructed Challenger baseball: (a) fun and enjoyment, (b) positive affect related to equal opportunity and feelings of “normalcy,” (c) social networking/emotional support for families, (d) baseball knowledge and skills, and (e) social interactions with peers.
Search Results
Family Participation in Challenger Baseball: Critical Theory Perspectives
Lupe Castañ and Claudine Sherrill
Physical Education for Children With Moderate to Severe Disabilities
Rebecca Lytle
soccer, power hockey, table cricket, sitting volleyball, challenger baseball, and boccia. An overview of each sport is presented along with brief information on classifications and modifications for the activity. Chapter 10 shares information about modified physical education through a real
Parents’ Beliefs About Physical Activity for Their Children With Visual Impairments
Luis Columna, Denzil A. Streete, Samuel R. Hodge, Suzanna Rocco Dillon, Beth Myers, Michael L. Norris, Tiago V. Barreira, and Kevin S. Heffernan
(d) team sports (e.g., goalball, beep baseball). Each workshop lasted approximately 6 hr, with both morning and afternoon sessions, and focused on enhancing parents’/guardians’ skills in teaching and engaging their children in PA. Columna ( 2017 ) provides a detailed description of the PA
Opening the Door to Physical Activity for Children With Cerebral Palsy: Experiences of Participants in the BeFAST or BeSTRONG Program
Sarpreet Kahlon, Kiah Brubacher-Cressman, Erica Caron, Keren Ramonov, Ruth Taubman, Katherine Berg, F. Virginia Wright, and Alicia J. Hilderley
ability to stand, while moving your upper body, so for things like baseball swings. Why was that goal important to you? Nemo : To help me with my core. Interviewer : To help you with your core? Nemo : To help me with my balance from my hips. Interviewer : What kind of things for balance from your hips and
Evaluation of Overhand Throwing Among College Students With and Without Autism Spectrum Disorder
Teri A. Todd, Keely Ahrold, Danielle N. Jarvis, and Melissa A. Mache
with which a baseball pitch is often performed. However, participants in the present study were asked to throw hard. Thus, given what is known about proficient throwing, it appears that both groups of individuals exhibited characteristics likely associated with underdeveloped throwing patterns. The
Psychometric Properties of the Test of Gross Motor Development-3 for Children With Visual Impairments
Ali Brian, Sally Taunton, Lauren J. Lieberman, Pamela Haibach-Beach, John Foley, and Sara Santarossa
individuals aged 3 years and older. Object control skills transfer to numerous games/sports (e.g., underhand throw and kicking could be used in five-a-side soccer; striking in beep baseball, etc.). Locomotor skills such as running, sliding, and jumping are necessary for a multitude of activities (e
“I’ve Had Bad Experiences With Team Sport”: Sport Participation, Peer Need-Thwarting, and Need-Supporting Behaviors Among Youth Identifying With Physical Disability
Krystn Orr, Katherine A. Tamminen, Shane N. Sweet, Jennifer R. Tomasone, and Kelly P. Arbour-Nicitopoulos
), but did participate in out-of-school programs all year through his local soccer club’s accessible program and Special Olympics baseball programming. Comparatively, Lisa enrolled in PE classes after the mandatory years, as well as participated in a recreational wheelchair basketball team in her local
Physical Educators’ Perceptions and Experiences of Teaching Students With Mobility Disabilities
Jacob Benzinger, Jeff R. Crane, Angela M. Coppola, and David J. Hancock
game a week. We have baseball, basketball, kickball, and those are the three leagues. They’re offered [to] every kid in our district who’s on an [Individualized Education Program]. (P9) Our findings suggest a need for more in-depth understanding about SMDs. Specifically, communication and
Oculomotor Control in Amputee Soccer Players
Wojciech Jedziniak, Piotr Lesiakowski, and Teresa Zwierko
noted that skilled athletes, for example, in tennis, fencing, shooting, baseball, and soccer, demonstrate shorter saccadic latency to oculomotor targets than nonathletic control subjects do ( Ceyte et al., 2017 ; Di Russo, Pitzalis, & Spinelli, 2003 ; Fujiwara, Kunita, & Watanabe, 2006 ; Zwierko et
Evidence-Based Classification in Powerchair Football: Determining the Determinants
J.P. Barfield, Stephanie Williams, Madison R. Currie, and Xiuyan Guo
& Brown, 2017 ; Richard et al., 2019 ; Wessel et al., 2011 ). Many in the PF community note that most activity opportunities are recreational in nature and require assistance from support staff (e.g., challenger baseball). Because the use of a powerchair offsets impairment limitations, PF allows players
