‐Hill, 2008 ). RI and Inclusion in Sports Studies have found that participation of athletes without impairment in adaptive sport at a school level led to a positive changing in the children’s views of disability and increased inclusivity of children with impairment ( Carter et al., 2014 ; Taub & Greer, 2000
Michele Verdonck, Jacquie Ripat, Peita-Maree Clark, Florin Oprescu, Marion Gray, Lisa Chaffey, and Bridie Kean
Meredith Wekesser, Guilherme H. Costa, Piotr J. Pasik, and Karl Erickson
there is a base of knowledge highlighting barriers to implementing adapted sport programs, there is still a lack of research examining existing recreational sports programs for adults with disabilities ( Orr et al., 2020 ). More research is needed to explore the entire infrastructure of adult adapted
Gabriella McLoughlin, Courtney Weisman Fecske, Yvette Castaneda, Candace Gwin, and Kim Graber
that adapted physical activity through sport participation should promote self-determination and provide choice to augment self-regulation. To increase the number of individuals who participate in adapted sport, it is beneficial to understand the motivations and athletic development of those who do
Rachel Cholerton, Jeff Breckon, Joanne Butt, and Helen Quirk
. Previous research within mainstream sport highlights competition and negotiation of the aging process to be benefits of SP for some older adults ( Dionigi et al., 2011 ; Jenkin et al., 2018 ) and findings from the present study strengthens these findings, extending it to an adapted sport-specific context
Emily R. Hunt and Melissa C. Day
participants described the different emotional and bodily sensations during adapted sport. For example, “you sweat but it is not the same as running for me” (Douglas), and “I would compare myself to the people on the treadmill in the gym thinking that is what I have become, I’m becoming a casual runner, I run
David L. Porretta, John Nesbitt, and Stan Labanowich
This article addresses the issue of terminology by discussing the terms adapted physical education, adapted physical recreation, adapted sport, and adapted physical activity. Reasons are presented which suggest that these terms, taken collectively, may best describe movement of a gross motor nature that pertains to individuals with disabilities. A terminology framework is then proposed that is based on both conceptual and practical programmatic considerations within the context of service delivery. This context utilizes all four of the above terms, which are presented within the notion of inclusion. The terms adapted physical education, adapted physical recreation, and adapted sport are conceptualized within the context of adapted physical activity. Within this service delivery context, adapted physical education refers to all curriculum-based instructional settings in educationally oriented environments, adapted physical recreation refers to activity in nonschool contexts, and adapted sport refers to high-level competition by elite performers under the governance of formal sport organizations.
Joseph P. Winnick
A continuum for sport participation is depicted and contrasted for guiding decisions on sport participation based upon integration, and for facilitating provision of innovative experiences along the continuum. The continuum ranges from regular sport with no modifications to segregated adapted sport.
This research, involving interviews with elite female wheelchair basketball players, explores how gender and disability intersect in the lives of these athletes. Interviews revealed the integral role athletic identity plays to offset the stigma of disability in their self-identities and in the complex relationships each has with social norms in regard to gender, disability, sport and the body. However, social institutions, including that of adapted sport, reinforce an ableist, sexist ideology that persistently marginalizes these athletes.
Laurence Chalip and B. Christine Green
Modified youth sport programs seek to adapt sport rules, equipment, and contingencies to the needs and abilities of child participants. Research shows that modified programs can broaden the base of youth sport participation, enhance children’s affective experience of sport, and elevate the level of skill they attain. Hotelling’s location game is applied to the analysis of a modified youth soccer program. It is shown that the program struggled to retain the modifications it had implemented and was gradually compelled to adopt elements of the traditional youth sport programs it had initially rejected. This finding is consistent with predictions derived from Hotelling. It is argued that modified programs will have difficulty maintaining their distinctiveness from traditional youth sport if they are implemented within established sport club structures. A framework for facilitating the establishment and maintenance of modified youth sport programs is suggested.
Christine E. Pacewicz and Alan L. Smith
Interpersonal exchanges may contribute to athletes’ motivational and well-being experiences through their contribution to athletes’ feelings of loneliness. Loneliness is understudied in sport, yet it is potentially salient in connecting social relationships with motivational processes and well-being of athletes. The purpose of the current research was to examine (a) the association of aspects of teammate relationships with athletes’ perceptions of burnout and engagement and (b) whether loneliness explained these associations. Adolescent athletes (N = 279) completed established measures of teammate relationships, loneliness, burnout, and engagement. The mediational model was invariant between boys and girls. Loneliness mediated the relationship of social support (β = −0.14, 0.10), corumination (β = 0.09, −0.06), and appraisal of peer rejection (β = 0.11, −0.08) with burnout and engagement, respectively. Continued examination of athletes’ loneliness will extend understanding of athletes’ motivational and well-being experiences and inform the promotion of adaptive sport experiences.