What do disability labels give us and what do they steal from us? How possible is it to live our lives without categories when life is necessarily categorical? In this brief provocation, I want to explore the disability labels through recourse to three perspectives that have much to say about categorization, disability, and the human condition: the biopsychological, the biopolitical, and, what I term, an in-between-all politics. It is my view that disability categories intervene in the world in some complex and often contradictory ways. One way of living with contradictions is to work across disciplinary boundaries, thus situating ourselves across divides and embracing uncertainty and contradiction to enhance all our lives. I will conclude with some interdisciplinary thoughts for the field of adapted physical activity.
Maureen Connolly and William J. Harvey
Critical pedagogy owes much of its emergence, development, and ongoing relevance to the work of Paulo Freire whose legacy remains relevant for a next generation of scholars who seek to explore issues of inclusion, oppression, social justice, and authentic expression. An interdisciplinary dialogue between critical pedagogy and adapted physical activity is timely, appropriate, and should focus on complex profiles of neurodiversity, mental illness, and mental health, with emphasis on pedagogic practices of practitioners in service delivery and teacher educators who prepare them for professional practice. A case-based scenario approach is used to present practitioner and teacher educator practices. Concrete examples are provided for analyzing and understanding deeper issues and challenges related to neurodiversity in a variety of embodied dimensions in educational and activity contexts. We work with Szostak’s approach to interdisciplinary research and model an analysis strategy that integrates and applies the methodological features of interdisciplinarity, adapted physical activity, and critical pedagogy.
Danielle Peers, Nancy Spencer-Cavaliere and Lindsay Eales
Adapted Physical Activity Quarterly (APAQ) currently mandates that authors use person-first language in their publications. In this viewpoint article, we argue that although this policy is well intentioned, it betrays a very particular cultural and disciplinary approach to disability: one that is inappropriate given the international and multidisciplinary mandate of the journal. Further, we contend that APAQ’s current language policy may serve to delimit the range of high-quality articles submitted and to encourage both theoretical inconsistency and the erasure of the ways in which research participants self-identify. The article begins with narrative accounts of each of our negotiations with disability terminology in adapted physical activity research and practice. We then provide historical and theoretical contexts for person-first language, as well as various other widely circulated alternative English-language disability terminology. We close with four suggested revisions to APAQ’s language policy.
Fiona Moola, Caroline Fusco and Joel A. Kirsh
Despite the benefits of physical activity for youth with congenital heart disease (CHD), most patients are inactive. Although literature has addressed medical and psychological barriers to participation, little is known about the social barriers that youth encounter. This qualitative study explored sociocultural barriers to physical activity from the perspective of 17 youth with CHD. The main theme, “what I wish you knew,” was related to all other themes-youths’ efforts to resolve “disclosure dilemmas,” the barriers they encounter during physical education, and their struggle to understand themselves as normal. The participants’ narratives illuminate the centrality of their sociocultural world to physical activity. The findings call on researchers and educators to attend to the social and cultural environments where these youth live and play.
Trevor Williams and Tarja Kolkka
The aim of this paper is to demonstrate the use of the structural functionalist sociological perspective in a disability sport inquiry. A study of socialization into wheelchair basketball is used to show how the ontological and epistemological assumptions of structural functionalism underlie decisions about the research problem and subproblems, data collection method, explanation of the results, and conclusion. Wheelchair basketball is conceptualized as a social system, and socialization as a process that ensures pattern maintenance within the system. A critique is offered of how the perspective has been interpreted in the disability sport literature, its capacity to incorporate variance, and theoretical and heuristic utility for examining disability sports.
Colin G. Pennington, Matthew D. Curtner-Smith and Stefanie A. Wind
and Curtner-Smith ( 2008 , 2009a , 2009b ), the sociological perspective suggests that students’ views as to how a physical education teacher should appear are socially constructed. From this perspective, elementary students, are less likely to have a bias against older physical education teachers
Shane Pill, Brendon Hyndman, Brendan SueSee and John Williams
psychological perspective, third author the pedagogical perspective, and fourth author the sociological perspective. The approach to the analysis is explained in this section. Psychological lens—self-determination theory The most recognized psychological theory in PE has been self-determination theory (SDT
Michelle Flemons, Fiona Diffey and Dominic Cunliffe
. , & Moon , B. ( 1999 ). New understanding of teachers’ pedagogic knowledge . In J. Leach & B. Moon (Eds.), Learners and pedagogy (pp. 293 – 329 ). London, UK : Paul Chapman . Billingham , M. ( 2007 ). Sociological perspectives . In B. Stretch & M. Whitehouse (Eds.). Health and
K. Andrew R. Richards, Karen Lux Gaudreault and Amelia Mays Woods
.4.329 Schieman , S. , & Taylor , J. ( 2001 ). Statuses, roles, and the sense of mattering . Sociological Perspectives, 44 , 469 – 484 . doi:10.2307/1389654 10.2307/1389654 Schreiber , J.A. , Stage , F.K. , King , J. , Nora , A. , & Barlow , E.A. ( 2006 ). Reporting structural equation
Risto Marttinen, Dillon Landi, Ray N. Fredrick III and Stephen Silverman
education teachers from a sociological perspective . Sport, Education and Society, 5, 109 – 129 . doi:10.1080/713696029 10.1080/713696029 Kerner , C. , & Goodyear , V.A. ( 2017 ). The motivational impact of wearable healthy lifestyle technologies: A self-determination perspective on fitbits with