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Inhyang Choi, Damian Haslett, Javier Monforte, and Brett Smith

Para-sport activism is gaining attention around the world due to the potential of disabled elite athletes to highlight forms of oppression that disabled people experience, such as negative attitudes, inaccessible environments, or social exclusion (see Haslett & Smith, 2020 ). In Para-sport

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Jessica J. Ferguson and Nancy L.I. Spencer

view that disability is considered to be incoherent with athleticism, and fewer developmental sport opportunities for women experiencing disability as well as more men than women experiencing disability participating in parasport and holding positions of power ( Blinde, & McCallister, 1999 ; Buysse

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Pierre Lepage, Gordon A. Bloom, and William R. Falcão

lead to the enhancement of psychological factors, such as autonomy, competence, and confidence ( Harvey et al., 2009 ; Malone et al., 2012 ; Shapiro & Martin, 2010 ). Finally, participation in parasport provides youth with a sense of community by creating meaningful peer relationships that are often

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Erik L. Lachance and Milena M. Parent

through a focus on the impacts and interrelationships of satisfaction, motivation, commitment, and sense of community, rather than a single outcome (e.g., satisfaction). An additional issue within the sport (event) volunteer literature pertains to research on para-sport (event) volunteers. In comparison

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Jacqueline Martins Patatas, Jens De Rycke, Veerle De Bosscher, and Rafael Lima Kons

Talent Development Environmental model ( Henriksen et al., 2010 ), and the Long-Term Athlete Development model ( Balyi et al., 2013 ). Given this long-standing field of literature, remarkably, little is known about how parasport athletes progress through an athletic career pathway and, consequently the

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Marte Bentzen, Danielle Alexander, Gordon A. Bloom, and Göran Kenttä

and behaviors to better meet the personal and athletic needs of the athletes or team ( Lara-Bercial & Mallet, 2016 ). Research incorporating the definition of coaching effectiveness has been documented in the parasport literature to better understand coaching knowledge on a professional, interpersonal

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Laura Misener, Kerri Bodin, and Marika Kay

NSGB’s members, as well as working with the provincial/territorial organizations associated with the NSGB. Recently, there has been a government mandate to provide inclusive, equitable, and accessible programming for athletes of all abilities. As such, Katie’s sport organization and its parasport

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Kirsti Van Dornick and Nancy L.I. Spencer

Parasport 1 has grown significantly over the past 60 years, with the Paralympic Games becoming the second largest multisport event on Earth ( Steadward & Peterson, 1997 ). To gain access to competitive parasport, athletes with physical, sensory, and intellectual impairment are classified

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Janet A. Lawson, Jennifer Turnnidge, and Amy E. Latimer-Cheung

As important social agents within sport ( Horn, 2008 ), coaches have a significant influence on athletes’ experiences within parasport. Evidence of this is found in works that detail how coaches affect the experiences of athletes with a disability (e.g.,  Evans et al., 2018 ) and those that outline

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Tiago Duarte, Diane M. Culver, and Kyle Paquette

spaces. Researchers in parasport coach development have repeatedly found that formal learning opportunities for parasport coaching are rare and, for the most part, much too generalized to provide practical information for coaches (e.g.,  Cregan, Bloom, & Reid, 2007 ; McMaster, Culver, & Werthner, 2012