; Dehghansai et al., 2021 ; Lefebvre et al., 2021 ; Townsend & Cushion, 2021 ; Townsend et al., 2020 ). For example, research has shown that parasport coaches play an important role in supporting parasport athletes by creating an environment that provides the opportunity to develop on both a personal and
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Lara Pomerleau-Fontaine, Gordon A. Bloom, and Danielle Alexander
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
Athina Papailiou, Janine K. Coates, Carolyn R. Plateau, Hugh Gilmore, and Jamie B. Barker
the nature of the research itself (i.e., a focus on parasport team culture development) and methodologically. We present a case study of one elite parasport team’s culture through using repeated interviews over an 8-week period. In doing this, retrospective, current, and aspirational aspects of team
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
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
Cathy McKay, T.N. Kirk, and Marie Leake
practical application of inclusion in PE and activity ( International Paralympic Committee, 2006 ; McKay, 2013 ). The published curriculum is rooted in the belief that participation in an intimate and interactive setting with parasport athletes will promote positive behavior change in the participants
Pierre Lepage, Gordon A. Bloom, and William R. Falcão
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
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
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
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
