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INCLUSIVE BADMINTON EDUCATION MANUAL:
B4ALL PROJECT
2021 Madrid
This project has received funding from the European Union’s Erasmus+ programme under the registration number 590603-EPP-1-2017-1-ES-SPO-SCP. This document r eflects only the author’s view and t he Commission is not responsible for any use that may be made of the information it contains.
B4ALL - Badminton for All - Erasmus+ Sport 2018-2020European Network for the Promotion of Inclusive Badminton
Direction:
José Luis Hernández Vázquez
Javier Pérez Tejero
Authorships:
José Luis Hernández Vázquez
Javier Pérez Tejero
Carmen Ocete Calvo
Andrea Gutiérrez Suárez
Eduardo Hernández Zabara
Maria Jesús López-Pintor
Diana Martín Vallejo
Sagrario Valero Martínez
Consultants:
Jesús Boyano Sierra
José Luis Sánchez Hernández
Federación Española de Bádminton
Ferraz, 16, 5º izq.
28008 MADRID
Tlf.: 91 542 83 84. Fax: 91 535 23 43
www.badminton.es
Layout and Design: OÉOÉ Marketing
Copyright original version: Federación Española de Bádminton. First edition 2021
ISBN: 978-84-09-29108-3
Collaborators:
Francisco Félix Álvarez Dacal
María Casas Carmona
Saleky García Gómez
Lorenzo Moreno Pérez
María del Carmen Casermeiro Gámez
Translation:
Valerie Enault
Index
FOREWORD 7
INTRODUCTION 11
CHAPTER 1: TEACHING CURRICULUM BADMINTON FOR ALL – B4ALL 41
CHAPTER 2: COMMON MODULE 63TRAINING GUIDE TO THE COMMON MODULEDISABILITY, SPORT & INCLUSION 65
U1. Disability: concept and characteristics 71
1. Disability and health 73
2. Main types of disabilities 91
3. Communication with disabled individuals 127
U2. Incorporation of disabled individuals in sport 149
4. Sport with disabled individuals 151
5. Disabled individuals and their rights to sports 179
6. Physical activities and inclusive sport 203
Evaluation and self-assessment of the common module 219
CHAPTER 3: SPECIFIC MODULE 225TRAINING GUIDE TO THE SPECIFIC MODULE INCLUSIVE PRACTICE OF BADMINTON 227
U3. Facilitators of inclusive practice in the environment 233
7. The Inclusive model of Badminton 235
8. Accompaniment and assistance to disabled individuals in Badminton 247
9. Inclusion as a service in Badminton structures 263
U4. Inclusive sport practice for Badminton 285
10. Adaptations to the inclusive practice of Badminton 287
11. Organization and promotion of inclusive activities
and competitions in Badminton 303
12. Proposal of inclusive Badminton sessions 329
Evaluation and self-assessment of the specific module 361
CHAPTER 4: PRACTICAL MODULE 365TRAINING GUIDE TO THE PRACTICAL MODULE PARTICIPATION IN REAL INCLUSIVE BADMINTON ACTIVITIES 367
U5. Real participation in Inclusive Badminton activities 373
13. Badminton in a specific environment for disability 375
14. Inclusive Badminton at school and initiation to sport 389
15. Inclusive competition of Inclusive Badminton 401
Evaluation and self-assessment of the practical module 415
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Foreword
FOREWORD
With my first-hand knowledge of their wonderful work in the study of sport for individuals with disabilities and inclusive sport in particular, along with the renowned thoroughness they bring to all their projects, I consider it a great honour and responsibility to have been asked to introduce this handbook that has been put together by José Luis Hernández and Javier Pérez.
This magnificent and innovative handbook, is the result of a project funded by the European Union, through the Erasmus+ Sport programme, in which many sports institutions and gover-ning bodies have pooled their efforts, with the participation of nu-merous authors that form part of the different national and inter-national member associations.
To better understand the contents of this handbook and its excellent end result, it is worth recalling the origins of the project, that had already been initiated in our sport by the Chamartín Bad-minton Club years ago, when a model of inclusive sport with the participation of individuals with disabilities, was put into practice in its schools, training centres and competitions, under the leader-ship of José Luis Hernández. A very persuasive José Luis, and Diana Martin, who provided invaluable help from her position as member of the Board of Directors of the Spanish Badminton Fe-deration, put together a technically very sound project, aiming at bringing other associations on board. This was presented to ma-jor Spanish sports entities initially; namely the High Sports Coun-cil, the Paralympic Committee, the Faculty of Physical Education and Sports Sciences at the Polytechnic University of Madrid and
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Foreword
the Sanitas Foundation Chair for Inclusive Sport Studies at said university. It was then presented to other European Badminton Associations that shared the same objectives. From our very first conversations, we understood this was a winning project and a great opportunity for our society. Through the game of badmin-ton, we would be able to give a greater visibility to an increasingly prevalent sports model that seeks to normalise the participation of people with all forms of disabilities and thus increase aware-ness among all sectors involved in their inclusion.
It goes without saying that the participation and involvement of all those that have collaborated in this project, have been key to its successful completion; from the institutions, to the academics and the National Badminton Federations of Spain, Finland, Fran-ce and Italy. Despite the difficulties that have arisen due to the pandemic, all have managed to fulfill their assigned objectives. The clubs of the National Federations of the participating coun-tries, deserve a special mention for their crucial role in the direct development and implementation of all proposals with everyone involved. Together with the vital collaboration of the European and International Badminton Federations, there is no doubt this project is set to have widespread repercussions in many more countries.
While many tools have been developed as a result of the hard work that has gone into the two-year preparation and three-year implementation of this project, the resulting handbook ultimately serves as a fundamental guide of activities and proposals for all those involved in guaranteeing access to the game of badminton to individuals with disabilities and to providing them with quality inclusive participation in the sport (sports technicians, physical education teachers, club managers, referees and volunteers). This handbook has created a permanent access for the afore-mentioned, to a specific and unique training platform.
The four chapters of this handbook are designed to build on the reader’s knowledge. Starting with an introduction to the trai-ning curriculum of the project, the three modules that follow, co-ver everything from the common aspects of disability, sport and inclusion, to specific aspects of the game of inclusive badminton,
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9
Foreword
concluding with a practical module that introduces activities that allow for real and inclusive participation in the game.
This project and handbook, have spurred the High Sports Council to commit to the active promotion of inclusive competition at a national level; to enhance awareness of its proposed mo-del, through the Spanish Paralympic Committee; to ensure that our project forms part of the excellent work carried out by the Faculty of Physical Education and Sports Sciences at the Polyte-chnic University of Madrid, which is investigating and promoting our activities in direct collaboration with the University of Kent in the United Kingdom. The Badminton Federations of France, Italy and Finland also deserve a special mention for their ongoing commitment and the added value actions they have developed that guarantee the continuity of the project and its future success through effective promotion.
The overall response of the participating sports bodies, has adhered to the guidelines set forth by the EU with regards to phy-sical activity. They encourage social inclusion and equal opportu-nities in sport through the badminton model and support the im-plementation of EU strategies, specifically that of gender equality, as well as its disability policy.
In conclusion, I would like to thank all those who have taken part in this amazing and enriching journey that has led us to de-sign an incredibly useful tool to encourage inclusion through sport. I am convinced that this will have a great repercussion in many other sports. By doing our bit to help create a more inclusive and compassionate society, others will hopefully follow our lead, in line with the vision of the Badminton World Federation (BWF) and its support to this amazing project.
David Cabello
Coordinator of the European project B4ALL.
Professor of the Department of Physical Education and Sports at the University of Granada (Spain).
Chair – Development and Sport for All Committee of the Bad-minton World Federation.
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INTRODUCTION
INTRODUCTION
1. ORIGIN OF THE PROJECT2. IDENTIFICATION OF THE PROJECT3. LIST OF PARTICIPANTING ORGANISATIONS4. OBJECTIVES OF THE B4ALL PROJECT5. STRENGTHS OF THE BADMINTON TO ADOPT THE INCLUSIVE MODEL6. GENERAL PROJECT CALENDAR7. JUSTIFICATION OF THE PROJECT8. PROJECTED IMPACT9. MANAGEMENT AND IMPLEMENTATION BUDGET10. CORPORATE IMAGE GUIDELINES11. DISSEMINATION AND EXPLOTATION12. THE SUSTAINABILITY OF THE PROJECT13. ONLINE TRAINING, MONITORING AND EVALUA-TION PLATFORM: BADMINTON FOR ALL14. TRANSNATIONAL PROJECT MEETINGS15. MULTIPLIER SPORT EVENTS16. INTELLECTUAL OUTPUTS
15
Introduction
1. ORIGIN OF THE PROJECT
The idea for the project was born in the CHAMARTIN BAD-MINTON CLUB (Madrid), which in the last few years has begun offering joint participation in Badminton training and competitions to people with and without disabilities, in order to facilitate real and effective inclusion in practising this sport.
Since 2015, FESBA has started to carry out activities to pro-mote inclusive Badminton among its associated sport clubs. They have also taken the necessary steps to create the Spanish Clubs Network to promote inclusive Badminton.
In fact, Madrid city council, during the Municipal Sport Games 2014-2015 and 2015-2016 (aimed at 8-15 year old children) op-ted the inclusive features in the game regulations, thus making this competition the first open Badminton event ever.
The fact that federations and clubs from other European coun-tries also wish to make Badminton accessible to disabled people, shows that the project responds to genuine needs and can be spread across Europe as a complement to other initiatives.
The previous experience of the universities involved Universi-dad Politécnica de Madrid (i.e. UPM) in European projects (espe-cially in Life Long Learning Programme call) are a mark of quality for the pertinence of the “Badminton for all” project. The “Funda-ción Sanitas” Chair for Inclusive Sport Studies.
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Introduction
of the UPM has a double impact in key agents: future Sport Sciences degrees (so that project’s process and product can be transferred directly to their training) and contacts with other na-tional and international Universities who will receive the compe-tences and didactical material that “Badminton for all” project will develop.
The 2017 ERASMUS+ Sport call for bids offers the oppor-tunity to create a European network of inclusive Badminton in collaboration with the Badminton federations of the participating partners in addition to achieving the main objective of “promoting volunteer activities in sport and social inclusion, equal opportu-nities and awareness of the beneficial role of physical activity in health through a greater participation and equality of access to sport for all.”
We wish to stress the relevance of our B4ALL Project as a pilot study to develop an implementation methodology for the INCLUSION IN SPORT at a wider level. This project is not aimed only at Badmiton: it is an innovative, pilot study to achieve REAL INCLUSION IN THE SPORT SPHERE. According to CEDI, sport practice leads to boosting major changes of attitude toward the inclusion of persons with disabilities in sport activities. This is the MAIN, HOLISTIC objective of B4ALL.
2. IDENTIFICATION OF THE PROJECT
EACEA - Education, Audiovisual and Culture Executive AgencyErasmus + DeporteB4ALL - Badminton for All - Erasmus+ Sport 2018-2020European Network for the Promotion of Inclusive Badminton 590603Project number: 590603Name of applicant organisation: Spanish Badminton FederationType of action: Collaborative Partnerships Duration of the project in months: 36 (2018-2019-2020)Accepted Grant amount € 379,485
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Introduction
COORDINATOR ENTITYLogo Nombre Ciudad País
SPANISH BADMINTON FEDERATION – F ESBA www.badminton.es Voluntario Árbitro
PARTNERS – SPORTS INSTITUTIONS
SPANISH PARALYMPIC COMMITTEE - CPEwww.paralimpicos.es MADRID ESPAÑA
SPANISH HIGH COUNCIL FOR SPORT – CSD www.csd.gob.es MADRID ESPAÑA
BADMINTON EUROPE CONFEDERATION - BEC www.badmintoneurope.com BRØNDBY DINAMARCA
PARTNERS – BADMINTON INSTITUTIONSCLUB DE BADMINTON CHAMARTIN - CBCHAM www.clubbadcham.com
MADRID ESPAÑA
FEDERAZIONE ITALIANA BADMINTON – FIBA www.badmintonitalia.it ROME ITALIA
FEDERATION FRANÇAISE DE BADMINTON - FFBA www.ffbad.org
ST-OUEN FRANCIA
SUOMEN SULKAPALLOLIITTO RY - FINLANDS BADMINTONFÖRBUND RF www.sulkapallo.fi/in-english/
HELSINKI FINLANDIA
PARTNERS – UNIVERSITIESUNIVERSIDAD POLITECNICA DE MADRID – UPM www.upm.es/UPM/Centros/CampusCiudadUni-versitaria www.deporteinclusivo.com
MADRID ESPAÑA
UNIVERSITY OF KENT - KUwww.kent.ac.uk
CANTERBURY, KENT
REINO UNIDO
3. LIST OF PARTICIPANTING ORGANISATIONS
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Introduction
4. OBJECTIVES OF THE B4ALL PROJECT
The objective above and the european policies in the field of sport.
The objectives of the Collaborative Partnerships of the partici-pating organisations are in line with the innovative practices being carried out by different organisations and agents, including:
• Supporting participation in sport and physical activity and in particular, providing support to apply the EU physical activity directives.
http://ec.europa.eu/assets/eac/sport/library/policy_docu-ments/eu-physical-activity-guidelines- 2008_es.pdf
• Encouraging volunteer activity in sport, with the added va-lue of participation in activities that encourage the social inclusion of disabled people, following the contents of the document “Com-munication on EU policies and volunteering: exploration and pro-motion of cross-border volunteer activities within the EU”.
• Encouraging social inclusion and equality of opportunities in sport, especially supporting the implementation of the EU stra-tegies, in particular the strategy for gender equality in the Euro-pean Union and the EU Disability Strategy.
www.msssi.gob.es/ssi/discapacidad/docs/estrategia_euro-pea_discapacidad_2010_2020.pdf
• Promote a pilot project to help develop either a future cata-logue of inclusive sports based on this previous experience, or an “inclusive sport European network”, which other sports will join.
• The project is centered on facilitating access to disabled people in practicing sports and, for those who will want to, facili-tating the transition to competition through inclusive Badminton.
General objectives
• Creating, sharing and expanding experiences and knowle-dge about the different aspects of Badminton—one of the grea-test traditions in Europe.
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• Creating awareness among the population about the im-portance of physical activity and sport for the health of people with disabilities, and using sport to encourage social inclusion and equal opportunities.
• Reinforce cooperation between institutions and organisa-tions active in European inclusive sport and physical activity.
• Improve and expand the exchange of good practices of the sport clubs and other international organisations.
• Develop training sessions and teaching materials for Bad-minton trainers in order to update the professional competencies required to encourage real inclusion in Badminton.
Specific objectives
1) Develop documents that allow implementation of recom-mendations, guidelines and guides to face the precise adapta-tions that allow non-discrimination of disabled people for their participation in Badminton, including official competitions, such as:
- Schedule and Call for clubs to join the project;
- Model of Covenant of Collaboration between sport federa-tions and clubs joining the project;
- Guide for the organization of activities: Promotion of Inclu-sive Badminton in schools, events and competition of Inclusive Badminton;
- Programme for education of volunteers, coaches and refe-rees;
- Survey to assess the degree of satisfaction after a participa-tion in inclusive events and competitions.
2) Promote volunteering and specialised training for coaches to facilitate disabled people’s access to playing Badminton and collaborating in their permanent incorporation into sport activities, such as developing training activities in the field of inclusion for coaches, volunteers and persons with interest in the project;
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3) Hold real inclusive activities in Badminton schools, training and competitions, at the club, local, provincial, regional, national and European levels, such as:
- Establishing collaboration with state schools for the deve-lopment of inclusive activities within the schools (School Clara Campoamor in Toledo, …..)
- Collaborating with the sports clubs in the development of their activities (Club Badminton Charmartin, etc.)
4) Create a stable club network that is in continuous growth, which carries out various inclusive Badminton activities to gain experience with meaningful and quality results.
www.badminton.es/page/32607/RED-INCLUSIVA--Pis-tas-de-Badminton-Inclusivo
www.badminton.es/page/32606/DESARROLLO--Red-Bad-minton-Inclusivo
5) Ensure the continuity of the inclusive Badminton club ne-twork and the activities with regional and national federations; promote the incorporation of new clubs and federations for coun-tries not participating in the project.
6) Facilitate disabled people being incorporated into the competitive activities organised for people without disabilities, meaning that they participate together, not separately, during the same schedules and tournaments.
www.clubbadcham.com/linked/nota%20informativa%20comp%20badminton%20inclusivo%2027-04-2013.pdf
7) Develop continuous training activities for active Badminton coaches that serve to provide them with the tools to facilitate the inclusion of disabled athletes in the sport, basing this training on didactic materials designed for that purpose. These training acti-vities can be developed in the degree training at the Sport Scien-ce degree (UPM) and also developed for the didactical/training material of coaches’ training.
8) Incorporate inclusive Badminton into the Physical Educa-
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Introduction
tion school curriculum through the didactic proposals for those stages. Teachers will be given tools adapted to their needs and the educational curriculum. Special importance will be given to encouraging extracurricular Badminton and its relationship with playing in clubs.
5. STRENGTHS OF THE BADMINTON TO ADOPT THE INCLUSIVE MODEL
It is the characteristics of Badminton itself that make this sport an ideal means for being adapted as an inclusive sport:
a) the court divisions make it possible to make different court sizes depending on the players’ mobility and agility;
b) the number of players facilitates participation and sufficient intensity for competition;
c) doubles Badminton promotes team play and along with that, mixed doubles is a fundamental element for incorporating women as well;
d) due to the racquet’s size and reduced weight, it facilitates inclusive hitting for people with limited mobility in the upper extre-mities;
e) the shuttlecock, with its slow and fast flying conditions, offers many alternatives that as a group are ideal for reaching “full inclusion”;
f) organise a fully inclusive competition without changing the organisation or competition, given that the players use the same competition format;
g) the budget of an inclusive competition does not increase with special costs.
In addition, it must be added that with regard to gender equali-ty, Badminton is a sport that has high female participation in com-parison to others. This makes it a point of reference with regard to gender equality in sport.
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Introduction
6. GENERAL PROJECT CALENDAR
1st PHASE 2018
Creating documents and technological instruments
Development of the documents and instruments necessary to manage, monitor, evaluate and disseminate the results and the document of the inclusive Badminton training programme for volunteers, coaches and referees
1st semester January – June 2018 - 2nd semester July – December 2018
2nd PHASE 2019
Pilot project with clubs in each participant country
Will be dedicated to performing the pilot projects with 5 clubs from each participating country, in such a way that at the end, the documents will be outlined and prepared for final drafting, before starting club accession.
3rd semester: January to June 2019 - 4th semester: July to December 2019
3rd PHASE
Expanding the project to clubs in the participatings coun-tries
Expanding the project to all clubs in the participating coun-tries, which will join the project and commit to hold inclusive bad-minton activities, providing the clubs with documents for their or-ganization and execution.
5th semester: January to June 2020 - 6th semester: July to December 2020
Extension B4all Project to 31/05/2021
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Introduction
7. JUSTIFICATION OF THE PROJECT
Period established in the call for proposals.
8. PROJECTED IMPACT
- Participation in the project of 15 to 20% of the federated clubs in Spain, France, Italy and Finland, which an extra partici-pation of the Badminton associations of the Universities of Kent and Polytechnic of Madrid.
- Participation of over 6,000 people with or without disability.
- Commitment of over 2,000 persons in the project, with offi-cials, referees and volunteers.
9. MANAGEMENT AND IMPLEMENTATION BUDGET
Organization chart
10. CORPORATE IMAGE GUIDELINES
The corporate image guidelines for Badminton4ALL answer the need to establish a visual identity for our project of a Euro-pean Network for the Promotion of Inclusive Badminton, subsi-ded by Erasmus+ Sport of the European Union. It will develop
24
Introduction
over the 3 next years, from 2018 to 2020.
With 10 entities from 6 countries in the project, all from the EU, we have had to choose symbols and combinations of ele-ments that we have considered essential for the best representa-tion of the project through its visual image.
As agreed in the PCG meeting of February 9, 2018 last, va-rious proposals of logo were elaborated and this version was ac-cepted by all partners.
Meaning of the logo
The logo incorporates various elements that relate it to the “object” of the project and facilitate its perception and understan-ding by the public. It is composed of one isotype and text.
a) The two words “Inclusive Badminton” identify the sport mo-dality and the strong will for the inclusion of all in its practice, with a clear message for persons with different abilities and their fami-lies.
b) Erasmus+: Sport 2018-20 appears in the lower part of the logo, explaining clearly the framework and the period of execution of the project.
c) The shuttlecock and the acronym “for all” 4ALL are larger, thus strengthening the visual image of the project and identifying the game of Badminton as a tool for the inclusion of all persons.
d) Finally, the choice of colours, where blue prevails, links the visual image to that of the European Union logo, without using the exact same shade of blue. The three yellow stars at the base of the three feathers of the shuttlecock are also a reference to the stars of the EU flag. The pink used for the word “inclusive” highli-ghts the relevant participation of women in Badminton over four centuries of evolution in Europe. It also underlines the significant percentage of women licenses in Badminton, much higher that in any other sport.
The letterhead will combine the B4ALL logo, the EACEA logo and, as per its rules and regulations.
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Introduction
11. DISSEMINATION AND EXPLOITATION
The project’s Dissemination Plan will be carried out in stages, in tandem with the project’s progress. It will support the project’s specific objectives, explain and promote in a general manner the nature, philosophy, structure, procedures, operational mechanis-ms, modalities and the reach of the services provided by the pro-ject. Every effort will be made to ensure that extensive informa-tion is given on the services provided.
The objectives of the Dissemination and Exploitation Plan are as follows:
- To inform all participating countries about the Project, its ob-jectives, activities, development, outcomes, etc.
- To facilitate communication among the participating part-ners, as well as the two-way flow of information exchange be-tween them.
- To create a platform for the organisations of all the project’s partners for a more effective line of communication.
- To create a communication network as an extension of the project: website, social networks, advertising, online forums, etc.
- To propose concrete actions for the dissemination of the pro-ject so that it reaches as many key actors as possible at a local/regional/national and international level.
- Regular publication of news articles and press releases about the project`s progress in established and influential natio-nal and international publications.
- Use of the different media (printed press, radio and televi-
26
Introduction
Social media
https://www.facebook.com/Badminton4AllEU/
Roll Up
sion) to raise awareness about the project.
- The compilation and distribution of promotional and dissemi-nation material.
- Advertising campaigns and sponsorship by different organi-sations.
Project main web: https://www.b4all.badminton.es/
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Introduction
Dissemination and exploitation activities are considered for the consortium as crucial for the success of the B4ALL project. We can distinguish two levels of activities:
- Within the participating organisations. The participa-ting organisations guarantee a broad dissemination of the project activities through the sport clubs and associations.
- This will also generate a much bigger environment of peo-ple and entities that will participate directly and indirectly in the activities.
- Outside the participating organisations. This project will become transcended when other organizations put it into practice. Thanks to the dissemination of the directives and re-commendations, they will be able to incorporate the practice and the competitions systems in clubs, school centers and sport fede-rations.
Brochures, posters
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Introduction
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Introduction
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Introduction
12. THE SUSTAINABILITY OF THE PROJECT
Will focus on the sustainability of project outcomes, and aims at influencing policy and practice from local to European levels.
After completing the project, documents will be provided in digital format, with all of the information to implement the metho-dology, which will be disseminating to all of the Badminton clubs in the clubs where the project was carried out and will also be offered to the rest of the European countries.
Directives and recommendations will be expressly developed so that the public and private entities can promote the implemen-tation of inclusive Badminton. In this sense, the sport federations and project partners will actively participate in including the adap-tations necessary so that the rules of competition are made ade-quate to formally organise inclusive Badminton.
The main outcomes of the dissemination, promotion and exploitation activities that we foresee, are:
• To increase the service provision of inclusive badminton.
• To achieve the globalisation of inclusive badminton.
• To promote physical activity, particularly the practice of in-clusive badminton.
• To inspire high achievement in sport and sports for all.
13. ONLINE TRAINING, MONITORING AND EVA-LUATION PLATFORM: BADMINTON FOR ALL
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Introduction
Platform features
The Training and Monitoring Platform is the essential instru-ment to achieve an efficient dissemination and exploitation of the project. The platform provides two basic functions:
a) Facilitate online training aimed at professional profiles: ma-nagers, instructor, referees and volunteers.
b) Implementation of the monitoring and evaluation system of activities carried out by badminton clubs by other entities.
c) Facilitate the statistics of the training and inclusive badmin-ton activities carried out.
Online training Inclusive Badminton Activities
The statisticsMonitoring & Evaluation
Register participants Managers, Volunteers, Umpi-res, Instructors.
Provide the participants with the satisfaction questionnaire.
Data on participation in training and certificates obtained.
Select one profile for him/herself Optional, when registering the entity.
Collect completed questionnaires and group the data in the activity report.
Data of participants in the different inclusive badminton activities carried out.
Attend the online trainingOnly if a profile has been selected.
Upload participation and satisfac-tion data for each activity to the platform.
Results of training evaluation sur-veys and activities carried out.
Open platform in 5 languages: English, Spanish, Italian, French and Finnish
English platform: https://engb4all.badminton.es/
Spanish platform: https://espb4all.badminton.es/
Finnish platform: https://finb4all.badminton.es/
Italian platform: https://itab4all.badminton.es/
French platform: https://frab4all.badminton.es/
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Introduction
Inclusive entity certificate:
Training certificate:
Inlusive entity: 1 to 5 stars1: Initial Inclusive Club - 2: Middle Inclusive Club.3: Quality Inclusive Club - 4: High Quality Club. - 5: Inclusi-ve Club of excellence.
CertificateIn the platform (download/send PDF)
Criteria:Number of people complete the training, Type and number of activities carried out, participants in activities, evaluation of activities.
Statistical visualization.
Recognition of the learning• Learning Outcomes • Curriculum (Manager, Volunteer, Umpire, Instructor)
Certificate• In the platform (download/send PDF)
Criteria• Finish all courses • Carry out evaluation questionnaires• Training evaluation
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Introduction
14. TRANSNATIONAL PROJECT MEETINGS
a) Meetings of the Project Coordinating Group. All part-ners must be represented by at least 1 person.
One meeting every semester organized in the country of the meeting organizing partner.
1st Meeting: Madrid Spain - 8 and 9 February 2018
2nd Meeting: Rome - Italy - 6 and 7 September 2018
3rd Meeting: Paris - France - March 22 and 23, 2019
4th Meeting: Helsinki - Finland - 19 and 20 November 2019
5th Meeting: Copenhagen- Denmark April 5 - 16, 2020 (can-celled)
5th Meeting: Videoconference - October 15, 2020
6th Meeting: Videoconference - February 11, 2021
7th Meeting: Videoconference: May 23, 2021
b) Topics to be discussed in the meetings:
- Report actions carried out in the semester.
- Calendar of actions for the following semester.
- Presentation of documents for the management and exe-cution of the phases.
- Report actions carried out in the semester.
c) B4ALL European Seminar.
- Video conference - May 11, 2021
- Organized by the European Badminton Confederation in collaboration with the Spanish Badminton Federation.
- Participation of the partner entities in the B4ALL project and a representative of 15 European badminton federations.
- Presentation of the results of the B4ALL project and the
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Introduction
Pilot Pass Dissemination phaseThe objective of the "pilot phase" is to test the design of the activities that will later form part of the dissemination phase of the B4ALL project and facilitate the incorporation of the necessary adjustments to deal with all the actions that are intended to be carried out with guarantees. carried out by a large number of clubs of the partner entities in the project.
The objective of the “dissemination pha-se” is to promote and extend the inclusive badminton model to all entities that organize badminton activities, such as clubs, schools, disability entities, town councils, etc. , extending to all ages and all types of disabilities of the participants.
Participants: pilot clubs
5 Clubs of the 4 member federations in the project Spain: FESBA - Italy: FIBA - France: FFBAD - Finland: BF
2 Universities: UPM Kent University
Clubs and entities associated with the Project
Clubs and entities from all member countries and from other countries of the European Union
Lider organization:
4 partners federations in the project:
Spain: FESBA - Italy: FIBA - France: FFBAD - Finland: BF
Universities: UPM and Kent University
Coordinating entities
4 partners federations in the project:
Spain: FESBA - Italy: FIBA - France: FFBAD - Finland: BF
Universities: UPM and Kent University
Calendar: January to December 2019 Calendar: January to December 20120
B4ALL workshop
To offer the opportunity for everyone to discover a sport that can be practiced and competed in without any form of exclusion. The aim is for people both with and without disabilities, to participate jointly in the initiation and training experience of badminton and to spark an initiative that will facilitate inclusive badminton.
As such, this initiative aims at enabling and encouraging those with disabilities to participate in this sport without being differentiated from other players and to raise awareness among the able-bodied sportspeople and their rela-tives, so that they are mindful of the needs of the disabled.
Type of activities
Annual duration - With disability entities - Open awareness days - School awareness days -
possibility of disseminating the model to facilitate its incorporation into regulations.
15. MULTIPLIER SPORT EVENTS
Phase of multiplier events
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Introduction
B4ALL competition
To provide an inclusive competition experience to those participating in the promotional workshops.
To bring about a significant achievement from a disabled perspective through inclusive competition.
To use the experience as a means of exploring the possibility of changing the official rules of the game that would allow the participation of persons with disabilities.
Call for participants: open to all and seeking to make it just like any other competition without focusing on its inclu-sive nature. It will include basic information on the use of badminton courts.
Age range: addressing people of all ages, the competitions will be grouped in accordance with the number of registered participants.
Human Resources: Competition Director, a score-keeper and a referee manager, where possible with an assistant. Technical team and club volunteers.
Referees: volunteers and family members but players can also act as referees or helpers.
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Introduction
16. INTELLECTUAL OUTPUTS
The Guide contains the guidelines and recommendations for organizing the activities of the “B4ALL” pilot program, workshops of different types and competitions.
Staff training in B4ALL skills
To encourage people associated with the clubs to train in B4ALL by allowing them to enrol on and attend the envisaged training programmes for each professional level: i.e. for managers, volunteers, referees and technical staff (instructors).
Organisation of inclusive Badminton sessions / days B4ALL
The organisation of inclusive Badminton sessions/days, including introduction-to-Badminton activities with associa-tions working with the disabled and with club players so as to offer disabled people the experience of taking part in training sessions.
Organisation of inclusive Badminton competitions
The organisation of inclusive Badminton competitions, inviting other Badminton clubs, associations, schools, etc., together with disabled people, particularly those who have taken part in a Badminton session.
Assessment and report on the conducted activities
To compile participation data on each activity for assessment and analytical purposes in order to make specific methodological adjustments so as to improve the activities.
To give out satisfaction questionnaires to the participants so that the programme’s activities can be assessed and any necessary modifications made to improve the project.
Dissemination and use of the results
To disseminate the activities through the websites of the organising body and collaborating ones and to send the information to the website of each national federation and also to the media.
To achieve concrete results quantified by the number of conducted activities, the number of participants and, above all, through the participation of disabled people.
To ensure the continuation of the activities at the end of the project so that the participating clubs adopt and maintain the inclusive Badminton model.
Programme of activities
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Introduction
The aim of these activities is to disseminate a sports model that anyone can play or compete in, so that no one is excluded. Hence the project aspires to make it possible for able-bodied and disabled people to play Badminton together, showing that it is feasible and en-couraging them to continue playing this sport.
The Pilot or Experimental Phase aims at testing, throu-gh pilot clubs, the design of the activities that will be pro-posed during the B4ALL Project Dissemination Phase. The pilot phase will allow for the necessary adjustments so as the future clubs of the partner entities in the pro-ject can safely take on all the activities proposed.
INDEX
1. General information on the Pilot Phase1.1. Schedule.1.2. Coordinating entities.1.3. Participating organisations.1.4. Selection of pilot clubs.1.5. Resources.1.6. Memorandum of Understanding (MoU).1.7. Benefits derived from taking part in the programme.1.8. Funding.2. National coordination of the pilot clubs’ activities2.1. Coordinators2.2. Schedule2.3. Collaborating bodies2.4. Description of the coordination tasks2.5. Expected impact2.6. Language2.7. Statistics on the B4ALLA PILOT CLUBS3. Programme of activities3.1. Staff training in B4ALL skills3.2. Organisation of inclusive Badminton sessions / days3.3. Organisation of inclusive Badminton competitions3.4. Assessment and report on the conducted activities3.5. Dissemination and use of the results4. Practical Guide for the organisation of the activities4.1. Promoting human resources training in B4ALL skills4.2. Organisation of B4ALL initiatory sessions / days.4.3. Organisation of B4ALL competitions4.4 Participation data, assessments and activity reports4.5. Dissemination and exploitation of the results.
Appendixes to this document:- B4ALL Adhesion form for pilot clubs and dissemination phase- B4ALL Call for Inclusive Badminton Competition- B4ALL Call for Inclusive Badminton Session - B4ALL Registration Form for Competition - B4ALL Registration Form for Introductory Sessions- B4ALL Report on Inclusive Badminton Activity- B4ALL Satisfaction Questionnaire for Activities
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Introduction
Spain Report Finland Report France Report Italy Report
INDEX
1. INTRODUCTION
1.1. B4all project1.2. Authors partnership: cedi-upm1.3. Questionnaire design1.4. Test administration1.5. Scientific divulgation
2. OBJECTIVES3. RESULTS
3.1. Descriptive data. sociodemographic information3.2. Level of importance of the most relevant aspects3.3. Current status of the most relevant aspects3.4. Assessment of a hypothetical situation of inclusion3.5. Open-ended questions
4. PRACTICAL IMPLICATIONS5. ANNEXES
Inclusive badminton education manual: b4all project
This Manual is the tool of the B4ALL project to facilitate speci-fic training in inclusive badminton activities and serve as a guide to apply good practices.
Its content is collected in the online training platform and is focused on four professional profiles that take part in the different
Participation of people with disabilities in sports: the case of badminton.
Data from the 4 countries with national federations that are partners of the B4ALL project: Spain, Finland, France, Italy. Each document has an extension of 28 pages.
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Introduction
inclusive badminton activities: technicians / instructors, mana-gers, referees and volunteers.
Academic dissemination
1. SCIENTIFIC RESEARCH
- Doctoral Thesis. Author: Andrea Gutiérrez Suárez. Univer-sidad de A Coruña.
2. PARTICIPATION IN FORUMS AND CONGRESSES.
- Date: 25-26/06/2018
WCRSS. VI World Congress of Racket Sport Science. Bangkok, Thailand. “Model of social inclusion through sports for people with functional diversity. An Intervention program ba-sed on the practice of badminton”. ISBN 978-616-443-160-7. Au-thor1: Andrea Gutiérrez (UDC-FESBA), Author2: Jesús Boyano (INFODEF), Author3: Federico Campos (INFODEF)
- Date: 28-29/03/2019
I International Symposium of Disability: Ciliopathies & BBS. Ourense, Spain. “Adapted physical activity and inclusive sport: Opportunities from an interdisciplinary perspective”. Au-thor: Andrea Gutiérrez (UDC-UPM-FESBA)
- Date: 4-7/09/2019
International Congress VISTA: Healthy and Fit for Opti-mal Performance. Amsterdam, The Netherlands. “Question-naire development to assess inclusion processes in badminton sport entities at European level: the Badminton for All Project”. Author1: Andrea Gutiérrez (UDC-UPM-FESBA), Author2: Javier Pérez (UPM), Author3: Carmen Ocete (UPM), Author4: Javier Coterón (UPM).
TEACHING CURRICULUM
BADMINTON4ALL – B4ALL
CHAPTER 1
For the inclusion of disabled persons in Badminton activities from the beginners to the competition level.
TEACHING CURRICULUM Badminton4ALL – B4ALL
1. INTRODUCTION2. OBJECTIVES AND EUROPEAN QUALIFICATION FRAMEWORK
2.1. General competencies in B4ALL2.2. Definition of the professional profile2.3. Reference to the European Qualification Framework2.4. Descriptors of the levels within the European Qualifi-cation Framework (EQF)
3. TEACHING STRUCTURE OF B4ALL3.1. Common Unit *: disability, sport and inclusion (6 hours)3.2. Specific Unit *: inclusive practice of Badminton (6 hours)3.3. Practical Unit *: participation in real Inclusive Bad-minton activities (5 hours)
4. TEACHING CURRICULUM PER PROFILE4.1. Main goals4.2. Structure of the Teaching Curriculums4.3. Profile of the Manager4.4. Profile of the Badminton Instructor and the Physical Education Teacher4.5. Profile of the Umpire4.6. Profile of the Volunteer4.7. Summary per profile, unit and length
1. INTRODUCTION
The Teaching Curriculum B4ALL – Inclusive Badmin-ton” answers one of the general goals of the project financed by the European Commission in its 2017 Call for proposals - EAC/03/2016. Erasmus+ Programme (2016/C386/09) with the title “Badminton for All - European Network for the Promotion of Inclusive Badminton”. Its goals are:
1) To ease the incorporation of disabled individuals in com-petition activities organised for able individuals, so that they can take part in them jointly, and not separately, with the same sche-dule of competition and in the same tournaments.
2) To develop ongoing training for different agents and pro-fessional profiles for Badminton (coaches / physical education teachers, club managers, umpires and volunteers) that will pro-vide them with the necessary tools for the inclusion of disabled individuals, based on the didactic guides that will have been ela-borated to that purpose.
3) To promote specialised training for the coaches to enable the access of disabled individuals to the practice of Badminton and to collaborate in their permanent incorporation in sport acti-vities, such as the development of training activities in the field of inclusion for coaches, volunteers and individuals interested in the project.
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4) To elaborate documents that will enable the implemen-tation of recommendations and guides and that will answer the exact adaptations needed for the no discrimination of disabled individuals in their process of participation in Badminton, and also in official competitions.
5) To implement real inclusive activities in schools, trainings and Badminton competitions, at all levels: clubs, local, provincial, regional, national and European.
6) To incorporate Inclusive Badminton in the school curricu-lum for Physical Education through specific didactic proposals ai-med at these steps.
7) To create a stable, continuously growing network of clubs that will implement various Inclusive Badminton activities so as to gain experience with significant, high-quality results.
8) To guarantee the sustainability of the Badminton network of clubs and of the activities with regional and national federations and the promotion of the incorporation of new clubs and federa-tions of countries who are not part of the project.
So as to achieve the aim of enabling the access to all Badmin-ton activities within a totally inclusive framework, relevant didactic guides must be created so as to train and update the professional competencies of the individuals directly involved in Badminton. The aim is to create an efficient specialization that will enable the real inclusion of disabled individuals in the practice of Badminton from beginners to competition levels.
The Curriculum will develop the relevant training so that the staff from clubs and associations involved in Badminton activi-ties may obtain the information and guidance for the organization of activities of dissemination of the B4ALL project, following the standards and the specific methodology for an inclusive sport. The Curriculum will also incorporate educational proposals aimed at providing the resources for a complete integration during the phases of initiation, training and participation in competitions.
The access to the online platform will be open and free to all individuals who are part of the B4ALL network entities, clubs and
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Teaching Curriculum – B4ALL
associations. Each individual will have to choose one training pro-file and produce the relevant necessary requirements.
The training activities will start with distance learning through the B4ALL platform based on e-learning and self-managed me-thodologies: these will help train a large number of individuals belonging to the clubs and associations’ network associated to the project, in those skills required for the correct implementation of Inclusive Badminton activities. The platform will also be availa-ble to the school centres wishing to include Inclusive Badminton in their programs. As a result, the European Network for Inclusive Badminton will spread further out.
Those individuals having completed the training will receive an Acquired Training Certificate: this will enable them to accredit their knowledge and abilities with their club, centre and any other entity; it will also smooth the validation and recognition of their abilities and professional skills acquired in different systems and countries. As a result, they will be able to duly incorporate them in their professional skills, as proposed in the European Credit system for Vocational Education and Training (ECVET).
2. OBJECTIVES AND EUROPEAN QUALIFICATION FRAMEWORK
2.1. General competencies in B4ALL
The general competency of the B4ALL project can be sum-marized as follows:
“Promote, organize, collaborate and implement the or-ganization of Badminton activities in an inclusive framework; instruct the participation of disabled individuals from the be-ginners to the competition levels, accompaniment and cus-tody of players in every Badminton activity.”
This competency must be considered as a complement to the Badminton sport trainings at Instructor and Level 1 Badminton Technician levels; it can also be offered to all physical education teachers in school centres who are teaching Badminton didactic
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units. Said training, in the relevant training units, can also be used as professional qualification for those individuals who, from other spheres, partially take part in the process (i.e. managers, volun-teers and umpires).
As mentioned before, the structure and contents of the trai-ning program must provide the necessary tools for the develop-ment of the general competency for the specific practice of Bad-minton, carried out by the different professional profiles who will jointly intervene in the B4ALL project.
The purpose is to acquire the necessary knowledge and skills to enable the incorporation of disabled individuals in all Badmin-ton activities, from the beginners to the competition levels. Na-mely, all participants, able and disabled, will jointly take part in all activities, with the same schedules and in the same tournaments.
The development of said objective requires a continuous training, at different levels, for all the individuals involved in the process, providing them with the necessary tools and specific di-dactic material for the learning of said specific competency. It is therefore necessary to establish competencies for the different professional profiles that will adequately answer the needs of said purpose.
2.2. Definition of the professional profiles
The professional profiles targeted by the training cover all the social layers so as to ensure the dissemination and exploitation of the project’ objectives and to jointly contribute to the success of the mission and to its impact in all spheres.
As a result, the targets of said teaching curriculum are the staff who somehow take part in the process of inclusion in: Bad-minton clubs, associations in the disability sphere, school cen-tres, main entities involved and also those involved in referring of Badminton competitions. These profiles are usually grouped as follows: Managers, Volunteers, Umpires, Entertainers and Ins-tructors (including the training corresponding to a Level 1 – inclu-ding coaches in sport clubs, physical education teachers, when their actions engage the physical activities of disabled individuals
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in which Badminton activities can be efficiently included).
The summarized objective of each profile is as follows:
a) For the Manager: to adapt the club or association’s or-ganization so as to improve the welcome of disabled individuals and to ease their incorporation into the activities; to promote the project for a club that adopts the model of inclusive practice in Badminton.
b) For the Volunteers: to focus on supporting the disabled individuals for their incorporation into the practice of Badminton in an inclusive framework.
c) For the Umpires in inclusive competitions: to know and implement the regulations for inclusive competitions where disa-bled players take part.
d) For the Badminton Coaches and Instructors: to dyna-mize and implement the initiation of Badminton in an inclusive fra-mework, accompanying the players during their participation in all activities, competitions and events at beginners’ level, including the basic training with methods and adaptations for the disabled individuals, and aiming at equity and safety for their participation in activities, competitions and events at said level.
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2.3. Reference to the European Qualification Framework
The Teaching Curriculum for the relevant professional profiles within the B4ALL project (Level 3 of the European Qualification Framework) covers all the professionals involved in the specific sphere of Inclusive Badminton and its adaptation to the practice by disabled individuals in a shared environment with able indivi-duals.
The B4ALL Teaching Curriculum aims at validating the com-petencies obtained during the training for their recognition within the National Qualification Framework or in other countries within the European Education Framework. B4ALL is aiming at giving its trainings a transnational dimension. The validation of this training may also be done by each Badminton federation that participates in the project.
It should be noted that a training in new competencies will be provided to individuals with different profiles within the Badminton modality. They will therefore learn additional competencies linked to an ongoing training.
2.4. Descriptors of the levels within the European Quali-fication Framework (EQF)
Each level is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications.
Knowledge Skills Responsibility and auto-nomy
In the context of EQF, knowledge is described as theore-tical and/or factual.
In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (in-volving manual dexterity and the use of methods, materials, tools and instruments).
In the context of the EQF responsibility and auto-nomy is described as the ability of the learner to apply knowledge and skills autonomously and with responsibility
The learning outcomes relevant to Level 3 are
Knowledge of facts, principles, proces-ses and general concepts, in a field of work or study
A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information
Take responsibility for completion of tasks in work or study; adapt own beha-viour to circumstances in solving problems
https://ec.europa.eu/ploteus/en/content/descriptors-page
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Unit Lessons LengthTeaching guide of the common unit 10´U1. Disability: concept and cha-racteristicsLength: 3 hours
1. Disability and health 50’2. Main types of disabilities 80’
3. Communication with disabled individuals 30’
U2. Incorporation of disabled indivi-duals in sport.Length: 3 hours
4. Sport with disabled individuals 90’5. Disabled individuals and their rights to sport 40’
6. Physical activities and inclusive sport 40’
Evaluation and self-assessment of the common unit 20’
3. TEACHING STRUCTURE OF B4ALL
3.1. Common Unit *: disability, sport and inclusion (6 hours)
3.2. Specific Unit *: inclusive practice of Badminton (6 hours)
Unit Lessons LengthTeaching guide of the specific unit 10’U3. Facilitators of inclusive practice in the environ-mentLength: 3 hours
7. The Inclusive model of Badminton 60’8. Accompaniment and assistance to disabled individuals in Badmin-ton 40’
9. Inclusion as a service in Badminton structures 50´
U4. Inclusive sport practice for BadmintonLength: 3 hours
10. Adaptations to the inclusive practice of Badminton 120’11. Organization and promotion of inclusive activities and competitions in Badminton 120’
12. Proposal of inclusive Badminton sessions 60´Evaluation and self-assessment of the specific unit 20’
Unit Lessons LengthTeaching guide of the practical unit 10’
U5. Real partici-pation in Inclusive Badminton activi-ties(choose one)
13. Badminton in a specific environment for disability 4.5 h
14. Inclusive Badminton at school and initiation to sport 4.5 h
15. Inclusive competition of Inclusive Badminton 4.5 h
Evaluation and self-assessment of the practical unit 20’
3.3. Practical Unit *: participation in real Inclusive Bad-minton activities (5 hours)
*The length of each unit is detailed in each profile.
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4. TEACHING CURRICULUM PER PROFILE
4.1. Main goals
The training objectives are tailored for the professional profi-les of the individuals who will take part in B4ALL activities. They will be able to opt for various, as long as they have the prior trai-ning requirements.
The trainings for the different profiles answer the following general objectives:
1. To take into consideration sport for disabled individuals in the society, in general and within the Badminton institutional envi-ronment, in particular.
2. To know and implement Badminton for disabled individuals from an inclusive perspective.
3. To implement inclusive programs in the various Badminton activities for disabled individuals, from beginners to competition levels.
These three general objectives lead to more specific objecti-ves and to learning results related to the different profiles of the individuals who organize, plan and carry out the activities with an inclusive model, mainly in Badminton clubs, associations and federations. They also extend to physical education classes in school centres, for the Badminton didactic unit.
4.2. Structure of the Teaching Curriculums
So as to achieve general competency of the “B4ALL-Inclusive Badminton” project described above, the training is structured as follows:
a) Training Units
- Common Unit: Disability, sport and inclusion (maximum 6 hours).
- Specific Unit: Inclusive practice of Badminton (maximum 8 hours, depending on profile).
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- Practical Unit: Participation in real inclusive Badminton ac-tivities (maximum 5 hours, depending on profile).
b) Associated Training
Each of these units produces “learning results” which are as-sociated to specific contents so as to obtain concrete learning results.
The profiles listed below gather the following aspects:
• Name of the profile.
• EQF Reference Level so as to allow for the validation of the competencies learnt through the training process (for their recognition within the National Qualification Framework).
• Competencies in B4ALL corresponding to the relevant profile.
• Learning results and evaluation criteria.
• Contents of the training and number of hours.
• Conditions of access to the training (age, requisites and verification of the requirements).
• Distribution of the duration of the learning.
• Other relevant aspects: recommended bibliography in each partner country (France, Italy, Spain, Finland, United Kingdom), material, tools and recommended reads, etc.
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MANAGER: Entities, Badminton clubs, associations, centres, etc.EQF reference level 3General objectivesTo be familiar with the club/association’s organisation. To propose the necessary adaptations to improve the services given to the disabled individuals, leading to their incorporation into the club/association’s activities. To promote the project of a club/association that adopts a model of inclusive practice of Badminton.Competencies in B4ALL
1. To tailor the goals of the club/association to the model of inclusive practice of Badminton, adopt-ing the necessary measures to ensure the welcome of disabled individuals in all activities.
2. To engage with entities in the disabilities sphere to improve the welcome and incorporation of disabled individuals in the club/association’s activities.
3. To be the developer and champion of inclusion in the club/association, so that all members ad-here to it.
4. To create the necessary initiatives and activities that will link and spread the values of inclusive sport through Badminton.
5. To promote learning experiences at all levels within the club/association for the inclusive practice of Bad-minton.
Training results Evaluation criteria
TR1 – To apprehend the practice of In-clu-sive Badminton with disabled indivi-duals.
To identify the main characteristics of the disabled individuals and the consequences they imply for the practice of inclusive sport.To be familiar with the sport structure and institutional environment of the disabled individuals.To identify the national and European laws related to the sport practice for disabled individuals.To pinpoint the implications of the Inclusive Badminton competition.
TR2 – To adopt the model of inclusive club/association to develop the welcome of disabled individuals in all activities.
To foster collaboration channels with the sphere of sport for disabled individuals and with the nearby associations for the disabled.To boost the training of the individuals involved in the project within the club/association.To manage the specific needs for the inclusion in Badminton (equip-ment, spaces, accessibility, etc.).To promote inclusive activities in the club/association.To showcase the visibility of Inclusive Badminton and its benefits for the disabled individuals.
Contents of the trainingCOMMON UNIT (6 hours)
Unit Lessons Length Uni/Apr.
Teaching guide of the common unit 10´
U1. Disability: concept and characteristics
1. Disability and health. 50’ TR1
2. Main types of disabilities. 80’ TR1
3. Communication with disabled individuals. 30’ TR1
4.3. Profile of the Manager
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Teaching Curriculum – B4ALL
U2. Incorpora-tion of disabled individuals in sport.
4. Sport with disabled individuals. 90’ TR1
5. The right of people with disabilities to sports practice. 40’ TR1
6. Physical activities and inclusive sport. 40’ TR1
Evaluation and self-assessment of the common unit. 20’
SPECIFIC UNIT (5.30 hours)Teaching guide of the specific unit 10’
U3. Facilitators of inclusive practice in the environment
7. The Inclusive model of Badminton 60’ TR1
U4. Inclusive sport practice for Badminton
10. Adaptations to the inclusive practice of Badminton 120’ TR2
11. Organization and promotion of inclusive activities and com-petition in Badminton 120’ TR2
Evaluation and self-assessment of the specific unit 20’
PRACTICAL UNIT (5 hours)Teaching guide of the practical unit 10’
U5. Real par-ticipation in Inclusive Bad-minton activi-ties(choose one)
13. Badminton in a specific environment for disability. 4,5 h TR1 and TR2
14. Inclusive badminton at school and in sports initiation. 4,5 h TR1 and TR2
15. Inclusive competition of Inclusive Badminton 4,5 h TR1 and TR2
Evaluation and self-assessment of the practical unit 20’
Requisites to access the trainingMinimum age Requirements Verification of the requirements
18 years at the begin-ning of the training.
Be part of the management of the club/asso-ciation or school centre.
Presentation of the certificate by the relevant entity.
Distribution of the duration of the training:Hours of self-training: 16,30 - Hours of self-assessment: 1
Follow-up and assessment: Portfolio, achievement of the lessons and of the self-assessment questionnaires for each unit.
Equipment and tools required:Those required for each lesson to be carried out by this profile.
Useful additional references, reads and links:Those mentioned in each lesson.
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4.4. Profile of the Badminton Instructor and the Physical Education Teacher
BADMINTON INSTRUCTOR AND PHYSICAL EDUCATION TEACHERNivel EQF de referencia Nivel 3General objectivesTo dynamize and engage in the initiation to Badminton for disabled individuals in an inclusive environment. To tutor the players during their participation in all activities, competitions and events at beginners’ level, including the basic training, with methods adapted to the activities for disabled individuals. To ensure their equity and safety at all times.Competencies in B4ALL
1. To be familiar with the characteristics and implications of Badminton with an inclusive approach.
2.To adapt the inclusive practice of Badminton considering the characteristics and needs of the disabled individuals during the activities. To emphasise the potentialities of the players and to reward their feats when completing the different tasks, games and exercises.
3. To manage the basic training in Badminton in an inclusive environment, ensuring equity and safe-ty for the players during all activities, competitions and events at beginners’ level.
4. To adapt the regulations to the needs of the disabled players, particularly for inclusive competi-tion.
5. To coordinate the various individuals involved in the organisation of Inclusive Badminton initia-tion activi-ties, especially for the competition (players, umpires and volunteers).
Training results Evaluation criteria
TR1 – To be familiar with the charac-teristics and implications of Badminton with an inclusive ap-proach for all tasks, activities, competitions and events at be-ginners’ level.
To identify the characteristics of the disabled individuals and the resul-ting implications for the practice of Badminton.To apprehend the characteristics of Badminton in its inclusive approach.To adapt the resulting implications for inclusive competitions and events.
TR 2 – To adapt the inclusive practice of Badmin-ton considering the characteris-tics and needs of the disabled individuals during the activities. To emphasise the potentialities of the players and to reward their feats when completing the different tasks, games and exercises.
To adapt the tasks aimed at the disabled player in an inclusive envi-ronment.To adapt the regulations to the needs of the disabled players, particu-larly for inclusive competition.To manage the basic training in Badminton in an inclusive environment, ensuring equity and safety for the players during all activities, competi-tions and events at beginners’ level.
Contents of the trainingCOMMON UNIT (6 hours)
Unit Lessons Length Uni/Apr.
Teaching guide of the common unit 10´
U1. Disability: concept and characteristics
1. Disability and health. 50’ TR1
2. Main types of disabilities. 80’ TR1
3. Communication with disabled individuals. 30’ TR1
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U2. Incorpora-tion of disabled individuals in sport.
4. Sport with disabled individuals. 90’ TR1
5. The right of people with disabilities to sports practice. 40’ TR1
6. Physical activities and inclusive sport. 40’ TR1
Evaluation and self-assessment of the common unit. 20’
SPECIFIC UNIT (8 hours)Teaching guide of the specific unit 10’
U3. Facilitators of inclusive practice in the environment
7. The Inclusive model of Badminton 60’ TR1
8. Accompaniment and assistance to disabled individuals in Bad-minton 40’ TR2
9. Inclusion as a service in Badminton structures 50’ TR2
U4. Inclusive sport practice for Badminton
10. Adaptations to the practice of Inclusive Badminton 120’ TR1
11. Organization and promotion of Inclusive Badminton ac-tivities and competitions 120’ TR2
12. Proposal of Inclusive Badminton session 60’ TR2
Evaluation and self-assessment of the specific unit. 20’
PRACTICAL UNIT (5 hours)Teaching guide of the practical unit 10’
U5. Real par-ticipation in Inclusive Bad-minton activi-ties (choose one)
13. Introduction to Badminton in a specific environment for disa-bility. 4.5 h TR1 and
TR2
14. Inclusive badminton at school and in sports initiation. 4.5 h TR1 and TR2
15. Competition of Inclusive Badminton 4.5 h TR1 and TR2
Evaluation and self-assessment of the practical unit 20’
Requisites to access the trainingMinimum age Requirements Verification of the requirements
14-16 years at the beginning of the training.
Diploma of Monitor.Diploma / degree of an equivalent professio-nal qualification.
Valid federation license.Badminton instructor diploma issued by the relevant federation.
Distribution of the duration of the training:Hours of self-training: 19 - Hours of evaluation: 1
Follow-up and assessment: Portfolio, achievement of the lessons and of the self-assessment questionnaires for each unit.
Equipment and tools required:Those required for each lesson to be carried out by this profile.
Useful additional references, reads and links:Those mentioned in each lesson.
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4.5. Profile of the Umpire
UMPIREEQF reference level 3General objectivesTo be familiar with, to adapt and to apply the regulations for the games with an inclusive approach with participation of disabled individuals.Competencies in B4ALL
1. To be familiar with the characteristics of disabled individuals and with the main factors to be con-sidered for the inclusive practice of Badminton.
2.To ensure the correct implementation of the regulations, in collaboration with the sport technician, depen-ding on the characteristics of the disabled individuals, while aiming at respecting the con-ventional format of the competition.
Training results Evaluation criteria
TR1 – To adapt the regulations to the needs of the disabled players for inclusi-ve competition and to spread awareness among the participants.
To be familiar with the characteristics of disabled individuals and with the main factors to be considered for the inclusive practice of Badmin-ton.To identify the necessary adaptations for the inclusive practice of Bad-minton.To stress the importance of adaptations in the inclusive competition for disabled individuals.
Contents of the trainingCOMMON UNIT (6 hours)
Unit Lessons Length Uni/Apr.
Teaching guide of the common unit 10´
U1. Disability: concept and characteristics
1. Disability and health. 50’ TR1
2. Main types of disabilities. 80’ TR1
3. Communication with disabled individuals. 30’ TR1
U2. Incorpora-tion of disabled individuals in sport.
4. Sport with disabled individuals. 90’ TR1
5. The right of people with disabilities to sports practice. 40’ TR1
6. Physical activities and inclusive sport. 40’ TR1
Evaluation and self-assessment of the common unit. 20’
SPECIFIC UNIT (3.5 hours)Teaching guide of the specific unit 10’
U3. Facilitators of inclusive practice in the environment
7. The Inclusive model of Badminton 60’ TR1
U4. Inclusive sport practice for Badmin-ton
10. Adaptations for the practice of Inclusive Badminton 120’ TR1
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Evaluation and self-assessment of the specific unit 20’
PRACTICAL UNIT (5 hours)Teaching guide of the practical unit 10’
U5. Real par-ticipation in Inclusive Bad-minton activi-ties
15. Inclusive competition of Badminton. 4.5 h TR1
Evaluation and self-assessment of the practical unit 20’
Requisites to access the trainingMinimum age Requirements Verification of the requirements
16 years at the begin-ning of the training.
Badminton Umpire Level 1. Valid federation license.
Distribution of the duration of the training:Hours of self-training: 14,5 - Hours of evaluation: 1
Follow-up and assessment: Portfolio, achievement of the lessons and of the self-assessment questionnaires for each unit.
Equipment and tools required:Those required for each lesson to be carried out by this profile.
Useful additional references, reads and links:Those mentioned in each lesson.
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4.6. Profile of the VolunteerVOLUNTEEREQF reference level 3General objectiveTo give support to the disabled individuals and/or to their families for their genuine incorporation in the practice of Badminton in an inclusive environment.Competencias en B4ALL
1.To collaborate, under the supervision of the responsible technician, to the dynamization and full partici-pation of the disabled individuals in the initiation activities of Inclusive Badminton, safe-guarding them at all times.
2. To accompany and help to the disabled individuals during their participation in inclusive Badmin-ton activi-ties, in collaboration and under the supervision of the sport technician.
3. To master the basic acknowledgment of disabilities, communication skills and safety issues, both for the player and for the game itself.
Training results Evaluation criteria
TR1 – To assist the disabled individuals during the inclusive sport activities.
To identify the needs and/or limitations that may arise during the initia-tion to inclusive trainings and competitions.To master the specific communication techniques and safety issues for disabled players.
Contents of the trainingCOMMON UNIT (6 hours)
Unit Lessons Length Uni/Apr.
Teaching guide of the common unit 10´
U1. Disability: concept and characteristics
1. Disability and health. 50’ TR1
2. Main types of disabilities. 80’ TR1
3. Communication with disabled individuals. 30’ TR1
U2. Incorpora-tion of disabled individuals in sport.
4. Sport with disabled individuals. 90’ TR1
5. The right of people with disabilities to sports practice. 40’ TR1
6. Physical activities and inclusive sport. 40’ TR1
Evaluation and self-assessment of the common unit. 20’
SPECIFIC UNIT (2.10 hours)Teaching guide of the specific unit 10’
U3. Facilitators of inclusive practice in the environment
1. The Inclusive model of Badminton 60’ TR1
U4. Inclusive sport practice for Badminton
2. Accompaniment and assistance to disabled individuals in Bad-minton. 40’ TR1
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Evaluation and self-assessment of the specific unit 20’
PRACTICAL UNIT (5 hours)Teaching guide of the practical unit 10’
U5. Real par-ticipation in Inclusive Bad-minton activi-ties(choose one)
1. Introduction to Badminton in a specific environment for disa-bility. 4.5 h TR1 and
TR2
2. Training or initiation (in schools, sport clubs / associa-tions) to Inclusive Badminton. 4.5 h TR1 and
TR2
3. Inclusive competition of Inclusive Badminton 4.5 h TR1 and TR2
Evaluation and self-assessment of the practical unit 20’
Requisites to access the trainingMinimum age: Requirements Verification of the require-ments
16 years at the be-ginning of the trai-ning.
To be a member or to collabo-rate in a club, association or school centre, as a volunteer.
To produce a certificate issued by the rele-vant entity.
Distribution of the duration of the training:Hours of self-training: 13 - Hours of evaluation: 1
Follow-up and assessment: Portfolio, achievement of the lessons and of the self-assessment questionnaires for each unit.
Equipment and tools required:Those required for each lesson to be carried out by this profile.
Useful additional references, reads and links:Those mentioned in each lesson.
ProfileCommon Unit Specific Unit Training Unit Total
Hours Lessons Hours Lessons Hours Lessons Hours
Manager Lessons 1 to 6 8 h Lessons 7,
10 and 11 5 h 30´ 13 or 14 or 15 5 hours 18 h 30´
Technician Lessons 1 to 6 8 h Lessons 7
and 12 8 h 13 or 14 or 15 5 hours 21 h
Umpire Lessons 1 to 6 8 h Lessons 7
and 10 3 h 30´ 15 5 hours 16 h 30´
Volunteer Lessons 1 to 6 8 h Lessons 7
and 8 2 h 10´ 13 or 14 or 15 5 hours 15 h 10´
4.7. Summary per profile, unit and length
COMMON MODULE
DISABILITY, SPORT & INCLUSION
LENGTH: 6 HOURS
CHAPTER 2
Training Guide to the Common Module DISABILITY, SPORT & INCLUSION
1. INTRODUCTION
1.1. Summary1.2. Objectives1.3. Contents of the module1.4. Evaluation
2. ORGANIZATION & DURATION OF THE TRAINING BY PROFESSIONAL PROFILES
2.1. Contents & estimated duration by professional pro-files 2.2. Organization of the self-learning process
LENGTH: 10`
1. INTRODUCTION
1.1. Summary
The common module of the B4ALL training syllabus, entitled “Disability, sport & inclusion”, explores matters associated with the concept of disability as a health condition, different types of disabilities, and professional approaches in terms of recognizing different types of disabilities and facilitating communication with people with a disability (Unit 1, “Disability. The Concept & Charac-teristics”). It also encompasses aspects concerning an awareness of this group’s right to play sport, examples of sport for people with a disability (adapted, Paralympic and inclusive sports), and inclusive physical activities (Unit 2, “The incorporation of people with a disability in sport”).
1.2. Objectives
The knowledge to be acquired is related to the general ob-jective and to the skills of all the professional profiles outlined in the “B4ALL training syllabus” document, since this module is common to all the said professional profiles.
1.3. Contents of the module
This module is made up of the following units and lessons:
Unit 1: Disability: The Concept & Characteristics.
- Lesson 1. Disability and its relationship with health. This
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explores the concept of disability in relation to the current bio-psy-chosocial healthcare model (functioning versus disability).
- Lesson 2. The main types of disabilities. An outline is given of different types of disabilities and their main characteristics at a perceptual motor level.
- Lesson 3. Communicating with people with a disability. This lesson outlines possible communicative strategies for faci-litating situations in sport involving people with differing types of disabilities.
Unit 2: The incorporation of people with a disability in sport.
- Lesson 4. Sport for people with a disability. This looks at salient aspects of sports activities involving people with a disabi-lity, together with examples.
- Lesson 5. The right of people with a disability to participate in sport. This lesson highlights the main international and national base legislation governing the participation of people with a disa-bility in sport.
- Lesson 6. Inclusive physical activities & sport. This lesson explains different concepts of physical activity and inclusive sport, different types of programmes of adapted physical activities, and contexts for inclusion, in addition to different modifications and adaptations to tasks to foster the participation of people with a disability in sport.
1.4. Evaluation
After studying these lessons and the resources listed in each of them, an evaluation must be completed at the end of each one. On completion of all of them, a self-assessment must be made of the work you have done on the whole common module.
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2. THE ORGANIZATION & DURATION OF TRAINING BY PROFESSIONAL PROFILES
2.1. The contents and estimated duration by professio-nal profiles
Because this is a common module for all the professional pro-files doing the same units, the duration is the same since this module works on general skills. Even so, in the following table, details of the learning units and lessons are given, together with the estimated duration for each professional profile.
Table 1. Contents & duration of the training by professional profiles Training guide to the common module 10’ 10’ 10’ 10’
U1. Disability. The concept & characteristics. Managers
Technical professio-nals (Coa-ches/P.E. teachers)
Volunteers Umpires
1. Disability and its relationship with health 50’ 50’ 50‘ 50’2. The main types of disabilities 80’ 80’ 80’ 80’3. Communicating with people with a disability 30’ 30’ 30’ 30’
U2. The incorporation of people with a disability in sport Managers
Technical professio-nals (Coa-ches/P.E. teachers)
Volunteers Umpire
4. Sport for people with a disability 90’ 90’ 90’ 90’5. The right of people with a disability to participate in sport 40’ 40’ 40’ 40’6. Inclusive physical activities and sport 40’ 40’ 40’ 40’Evaluation & self-assessment 20’ 20’ 20’ 20’Total horas por perfil profesional 6,0 hrs. 6,0 hrs. 6,0 hrs. 6,0 hrs.
2.2. Organization of the self-learning process
To take better advantage of the self-learning process, the les-sons must be completed in the order shown in Table 1 and their contents studied as shown below:
a) Read each lesson.
b) Broaden the information by reading the proposed additio-nal documents cited in each lesson.
c) Watch the proposed videos whose links are given in each lesson.
d) Voluntary reading of the documents listed in the bibliogra-phy in each lesson.
e) Clear up any queries by consulting the documents in the bibliography of each lesson or by searching in other documents.
Common Module
UNIT 1
DISABILITY. THE CONCEPT &
CHARACTERISTICS DURATION: 3 HOURS
DISABILITY AND ITS RELATIONSHIP WITH HEALTH
1. INTRODUCTION2. THE CURRENT CONCEPT OF A DISABILITY3. APPLICATION TO A SPECIFIC CASE4. SOME USEFUL RECOMMENDATIONS5. BIBLIOGRAPHY6. TO FIND OUT MORE7. EVALUATION
7.1. Evaluable task (choose one option)7.2. Questionnaire (5 questions, 3 options and just one correct answer)
Common Module
LESSON 1
Authors: Javier Pérez Tejero & Carmen Ocete CalvoLENGTH: 50´
1. INTRODUCTION
The term disability is currently understood to mean a health condition that anyone can experience. The International Classifi-cation of Functioning, Disability and Health (the ICF; WHO, 2001) provides a standard language and framework for describing heal-th and health-related states. Like the first version, published in 1980, the ICF is a multipurpose classification, with a wide range of applications in differing sectors. In particular, however, it paves the way for handling and dealing with disabilities. It is a classi-fication of health and health-related domains which help us to describe changes in body function and structure, what a person with a health condition can do in a standard environment (their level of capacity), as well as what they actually do in their usual environment (their level of performance).
In the ICF, the term functioning refers to body functions and structures, activities and participation, while disability is an um-brella term for impairments, activity limitations and participation restrictions. The ICF also lists environmental factors that interact with all these components. From the 1980 classification, which classified the outcome of illnesses or disorders specific to people with a disability, the current version classifies and defines health conditions for everyone, so that it has a universal application to all people. It does not focus on what a person cannot to (the former concept of a “disability”) but on their potential and what they can do “their health condition”).
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Figure 1. International Classification of Functioning, Disability and Health (ICF; WHO, 2001, left) and the manual for using it (WHO, 2013).
2. THE CURRENT CONCEPT OF A DISABILITY
A disability is a health condition, construed as meaning a com-plex relationship between a person and their capacity to interact with the background environment, both in positive (“functioning”) and negative (“disability”) terms. The ICF (WHO; 2001), promo-ted by the World Health Organization in 2001, offers a standardi-zed terminology, based on the idea that a disability is a personal factor or characteristic that conditions health although it does not necessarily imply an illness. The classification encompasses all the different areas that affect people’s health and, from a bio-psy-chosocial viewpoint, it is a very useful tool in global analyses of the promotion of healthcare/the prevention of illness among peo-ple generally (and not just people with a disability). What is more, it emphasizes the positive approach that should be taken in such analyses, lending importance to a person’s context as a (positive or negative) influence on their health condition.
The ICF evaluates health conditions, identifying the compo-nents or “constituents” of health or the “consequences” of illnes-ses or other states of health, taking a neutral stance with regard to the aetiology of the disability or disorder that a person might have, which the former classification failed to do. Consequently,
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the current classification does not “stigmatize” or “characterize” a person on the basis of their illness or disability by referring to its bodily cause. Now the cause might be “outside” the person, in their background environment. Hence the ICF contemplates the importance and effect of “health determinants” or “risk factors” on health. These are studied and classified as “environmental factors” which describe a person’s background context. Thus in comparison with the previous International Classification of Im-pairments, Disabilities and Handicaps (WHO, 1980), this version of the ICF’S two major contributions are its use of “positive ter-minology” and the consideration that “environmental factors” can influence a person’s health condition.
Definitions of the concept of a disability have evolved over the course of history, leading to the need to adopt standard con-ceptual definitions and a common international language. For this reason, we chose the International Classification of Functioning, Disability and Health (ICF, WHO, 2001), because it not only deals with concepts but it also tackles relations among different com-ponents and how they influence one another, and today it is the most up-to-date classification. In 1980, the World Health Organi-zation (WHO) drafted the International Classification of Impair-ments, Disabilities and Handicaps, which defined a disability as being “a restriction or inability to perform an activity in the manner or within the range considered normal for a human being”. Later, in 2001, following its review, the WHO drafted the current Interna-tional Classification of Functioning, Disability and Health (known as the ICF). This is a revised version of the previous one which has overcome its limitations.
There was therefore a shift in understandings of the mea-ning of a disability. While previously it had been construed to be a “consequence of disease or illness”, now it came to mean a health-related situation or condition (and this is probably the most important part) relating to a person and their circumstances, and so a disability is a “health condition” (WHO, 2001) that anyone can experience, in contrast with the former notion. Figure 2 below shows the components of the ICF (WHO, 2001).
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Figure 2. Diagram of the ICF (OMS, 2001).
La CIF refleja la situación real del funcionamiento humano enThe ICF reflects the reality of human functioning, with disability being viewed as dynamic interaction between health conditions and contextual factors (including both environmental and perso-nal factors). Hence the ICF does not classify people but instead it describes each individual’s personal or social situation. Disability is therefore construed as “interaction between a person’s health condition and environmental and personal factors that might faci-litate or limit a certain activity, thus affecting their participation in the said activity “ (Egea and Sarabia, 2001).
The word “functioning” is an umbrella term referring to all body functions, activities and participation, while disability is an umbre-lla term for impairments, activity limitations and participation res-trictions. One new aspect of the ICF, as compared with the 1980 model, is the fact that it contemplates the environmental factors that interact with all these components. Consequently, with the classification, a useful description of a person’s functioning, disa-bility and health can be drawn up in several domains, standardi-zing different countries’ approach to disability (WHO, 2001).
The ICF is divided into two parts: on the one hand, “func-tioning and disability” and, on the other, “contextual factors”. In the first case, it can be divided into two other components: a) Body functions and structure, in turn broken down into: changes
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in body functions and changes in body structure, each with diffe-rent domains and categories; and b) Activities and participation, also made up of two components: capacity and performance, with their different domains and categories. As for the second part, contextual factors, they are directly related to inclusion proces-ses. A brief outline will now be given of each of the components:
a) Body functions are physiological or psychological functions of body systems. Body structures are anatomical parts of the body such as organs, limbs and their components. Impairments are problems in body function or structure such as a significant deviation or loss.
b) Activity is an individual’s potential capacity to execute a task in a uniform environment. Activity Limitations are difficulties that an indivi-dual may have in executing activities.
c) Participation is involvement in a life situation. It represents the social perspective of functioning. It describes what individuals do in their real environment. Participation restrictions are problems an individual may experience in involvement in life situations.
d) Environmental factors make up the physical and social environ-ment in which people live and conduct their lives. They are construed as the external influence on functioning and disability. Physical, social and at-titudinal aspects of the world have either a barrier or facilitator-type effect. They are divided into individual factors (in the individual’s immediate en-vironment, including family, acquaintances, friends and strangers, home, work and school) and social factors (formal and informal social structu-res, and overarching approaches or systems in the community or society which have an impact on individuals).
e) Personal factors are the particular background factors of an indi-vidual’s life, and they comprise features of the individual that are not part of a health condition or health states. These factors may include gender, race, age, other health conditions, fitness, lifestyle, habits, upbringing, co-ping styles, social background, education, profession, past and current experience. Personal factors are not classified in ICF due to their varia-bility. However, they are included in the model to show their importance.
The ICF can be used–and we have highly relevant examples–to determine the parameters that affect the health condition/ill-
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ness of people with reduced mobility who use a wheelchair (van der Woude et al., 2005), for functional classifications in adapted sports, depending on the type of disability and sport (Tweedy et al. 2002), and to plan efficient adaptations to P.E. classes to faci-litate the active involvement of students with a disability (Hutzler, 2008).
Let us concentrate on this third example, focusing on an “ecological approach”, based on the notion of dynamic interaction among individuals, the environment and tasks. According to Hut-zler (2008), the ICF is an ecological model that demonstrates the basic variables that can facilitate or limit functioning, activity or participation, interrelated with personal and environmental factors (see Figure 2). The author also draws attention to the importance of empowerment, construed as “a process via which disability is viewed as a gap between personal resources and the challen-ges and/or limitations of the environment, while physical activity is viewed as something that increases or boosts an individual’s psychological resources, starting with a sensation of control fo-llowed by a high self-efficacy that leads to an improved self-es-teem, greater social competence and more emotional stability”.
Figura 3. Aplicación de la CIF para el fomento de la actividad física para personas con discapaci-
dad (modificado de Hutzler, 2008).
In sports activities or school P.E. activities and introductions
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to sport, it is fundamental to adapt the tasks to the player or stu-dent’s characteristics, particularly in inclusive settings. According to Hutzler, adaptations can be defined as “a framework of gene-ral knowledge for boosting human potential when the participants find themselves to be challenged in a certain context. This means that the participants must be given the possibility of choosing so-lutions, modifying or adapting relations among the ecosystem’s different components” (Hutzler, 2008). This will be outlined in fur-ther detail in lesson 6.
In this conceptual transition, we must also consider the shift from a “medical model” to a “social model”. In the first case, a disability is seen as being the outcome of an illness, calling for the intervention of medical experts, since professional care is nee-ded to get over an injury or trauma. In contrast, with the “social model”, a disability is seen as yet another feature of a person in-fluenced by contextual factors who forms part of a society of cer-tain characteristics. From this perspective, the onus is on society to try and make any relevant modifications to help people with a disability to participate fully and actively at all levels and in all walks of the society to which they belong. This is a step forward from the socio-medical approach to disability (2001), leading to a “bio-psychosocial model” which encompasses both of them.
This approach to disability opens up new possibilities with re-gard to Adapted Physical Activity (APA), since it is a tool that can facilitate access to physical activities and the real active participa-tion of people with a disability. In response to the relations that are formed from a bio-psychosocial perspective, the ecological model proposes the triangulation of individuals, the environmental con-text and tasks, leading to the need to adapt environments (spa-ces), materials, rules, regulations and objectives (Hutzler, 2008).
As a clear illustration, we take one of the three possible disa-bilities (organ-based, individual or social) that can be associated with the three levels of functioning associated with a health con-dition (WHO, 2002):
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Health condition Impairment Activity limitation Participation res-triction
Leprosy Loss of feeling in extre-mities
Difficulty in grasping objects
The stigma of leprosy leads to unemployment
Panic disorder Anxiety Not able to leave the house alone
The reactions of people around them limit their social relations
Spinal injury Paralysis and lack of feeling below injury level
Use of a wheelchair and not able to climb stairs
Lack of access to public transport means that they cannot take part in sports activities
Juvenile diabetes Pancreatic dysfunction None (impairment contro-lled through medication)
They do not go to school due to stereotypes about disease
Person who formerly had a mental health problem and was treated for a psychotic disorder
None NoneDenied employment due to prejudice on the part of employers
Table 1. Examples of disabilities associated with the ICF’s three levels of functioning (WHO, 2002).
To conclude this section, the ICF belongs to the WHO’s fami-ly of classifications, the best-known member of which is ICD-10 (International Statistical Classification of Diseases and Related Health Problems). The ICD-10 classifies diseases, while the ICF classifies health conditions. In this lesson, we look at the ICF in relation to the promotion of physical activity among people with a disability, giving an example and offering guidelines for dealing with people with a disability, based on its use.
3. APPLICATION TO A SPECIFIC CASE
We outline a specific example of the ICF’s application: the promotion of physical activity and its adaptation. We take the si-tuation of beginner badminton and a student who is very keen to attend training activities at a club close to her home. Her health is good although she has a physical disability that conditions her capacity to play. Nonetheless, as we will see, her ability to partici-pate is facilitated through her contextual environment.
Body functions and structure: She is healthy for her age, although she has a disability in her lower extremities because she was born without the lower part of her legs (congenital amputation). Physically she is in
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good shape but she is a bit overweight.
Activities: She can do all the tasks given to her, although in loco-motor activities and daily life in general, she uses a wheelchair to move around. For instance, at school she uses the wheelchair in class and for most P.E. activities. Since last season, she has used a sports wheelchair (not her everyday one) in training activities.
Participation. She participates actively in class in most situations and subjects together with her classmates, including P.E. classes. Both the school and her family facilitate her participation, particularly in active leisure activities and even in sports activities outside school, since she plays badminton three times a week at a local club.
Environmental factors: More specifically, in badminton training ses-sions at her club, the coach is able to adapt the tasks to suit her by modi-fying the method, means and actual task. Usually, she plays in standard fashion alongside other players without a disability, participating in a full inclusive way, although sometimes adaptations have to be made to the equipment, rules, distances, spaces or the complexity of the task. Some-times the coach even devises parallel activities (e.g. to work on travel, or by specifying and demarcating a particular playing area), without altering the end goal, but instead adapting it to her capacity and skills. Specific equipment has also been made available (a sport wheelchair) and, equa-lly important, there are good bus links between her house and the club (accessible), although often she uses her own wheelchair to make the 15-minute journey between both places.
Personal factors: She is personally interested in physical activities (her brother also trains at the club) and this interest is fostered by the family, who are all physically active too. This interest extends to P.E. clas-ses, where she interacts with her peers in a normal setting, which is rarely possible outside class. Her coach recognizes and takes advantage of her keen enthusiasm for badminton and he maximizes her opportunities to take part in the training sessions.
The above situation illustrates how the opportunity to play a sport can be facilitated by sports organizations (clubs, federations etc.) and at an educational level (P.E. classes), where sports acti-vities are an ideal way of fostering participation, a better self-awa-reness and personal development, regardless of the participants’
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health conditions. Hence disability is characterized as the out-come of a complex relationship between an individual’s state of health and personal and external factors. Due to this relationship, different environments might have a differing impact on people with the same health problem. An environment with barriers or without facilitators will limit an individual’s development or perfor-mance. Other environments might contribute to their development and/or boost their performance. Society can hinder an individual’s achievements either because it creates barriers (e.g. inaccessi-ble buildings, a lack of adapted and/or inclusive sports activities at a centre) or because it fails to provide adequate facilitators (e.g. a lack of available aids or assistance, sports instructors with no training in diversity).
4. SOME USEFUL RECOMMENDATIONS
Taking into account all the above, in relations with someone with a disability, it is important to choose the terminology you use with care. The following useful guidelines should be considered:
Use “people-first language”. That is, people with a disability should be referred to in this way: “a person who is deaf/hard of hearing” (not “the deaf man”) or “a person who is visually impaired/blind” (not “the blind woman”) etc. This is the way in which people with a disability refer to themselves, and terms like “functional diversity”, “other capacities” and “differing capacities” are not recommended (Leardy, 2019). What is more, the term “the handicapped” is completely inadvisable (and no longer in use due to its negative connotations, even though it might still be used at an administrative level to certify a certain level of disability in order to re-ceive financial aid), and it should be replaced by “people with a disability”.
Avoid the use of negative connotations when referring to the si-tuation of someone with a disability and try to use neutral language. Use expressions like “a person who uses a wheelchair” instead of “confined to a wheelchair/wheelchair bound” and “a person with a disability” instead of “the disabled/the handicapped”.
Avoid referring to people by a personal characteristic: Do not name or refer to a person by a particular characteristic. For instance, if
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someone is missing part of a lower extremity, do not refer to them as “the crippled man”, but instead use the person-first principle and use a term like “the person with an amputated foot”.
Generally speaking, we should focus on their capacities, as oppo-sed to their limitations, (for instance, “partially sighted”, as opposed to “partially blind”).
Everyone is different and we all have big potential. We all have a right to try and to fail. Do not prejudge anyone or put words into the mouths of others. People know what they want and so we should listen, take into account their personal opinions and foster their autonomy as far as possible.
No one is normal. Normality is a statistical criterion. It is not applica-ble to people in general.
5. BIBLIOGRAPHY
Egea, C., & Sarabia, A. (2001). Clasificaciones de la OMS sobre discapacidad. Boletín del Real Patronato sobre Discapaci-dad (50), 15-30. Available at http://referato.net/uba-proce-so-2/clasificacionesomsdiscapacidad.pdf
WHO Family of International Classifications. Available at https://ec.europa.eu/cefdigital/wiki/pages/viewpage.action?pa-geId=55881691
Hutzler, Y. (2008) Las actividades físicas adaptadas como he-rramienta de evaluación e intervención: un punto de vista IFAPA. In Pérez-Tejero (coord.) Discapacidad, calidad de vida y actividad físico deportiva: la situación actual mirando hacia el futuro. Plan de Formación. Madrid Region (pages 181-207).
ICF - The WHO International Classification of Functioning, Disability and Health. Available at: https://ec.europa.eu/ce-fdigital/wiki/display/EHSEMANTIC/ICF+-+the+WHO+Inter-national+Classification+of+Functioning%2C+Disability+an-
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d+Health#app-switcher
Leardy, L. (2019). Cuestiones terminológicas referidas al deporte de personas con discapacidad. In Leardy, L., Mendoza, N., Reina, R., Sanz, D. y Pérez-Tejero, J. (Coords) El Libro Blan-co del Deporte para Personas con Discapacidad en España. Madrid: Spanish Paralympic Committee, Once Foundation & State Committee of Representatives of People with a Disa-bility. Available at: https://www.cermi.es/sites/default/files/docs/colecciones/Libro%20blanco%20del%20deporte%20completo%20sin%20marcas_0.pdf
World Health Organization (2001). International Classification of Functioning, Disability and Health. Madrid: IMSERSO. Avai-lable at http://www.imserso.es/InterPresent2/groups/imser-so/documents/binario/435cif.pdf
Tweedy, S. M. (2002). Taxonomic theory and the ICF: Foundation for a unified disability athletics classification. Adapted Physi-cal Activity Quarterly, 19, 2, 220-237.
Van der Woude, L. H. D, Janssen, T. W. J., Veeger, D. J. (2005). Guest Editorial: Background on the 3rd International Con-gress “Restoration of (wheeled) mobility in SCI rehabilita-tion”: State of the art III. Journal of Rehabilitation Research and Development, 42, 3, Supplement 1, vii-xiv.
World Health Organization. (2002). Towards a common language for functioning, disability, and health: ICF. The international classification of functioning, disability and health. Available at: https://www.who.int/classifications/icf/icfbeginnersguide.pdf?ua=1
6. TO FIND OUT MORE
ICF browser. Available at: http://apps.who.int/classifications/icfbrowser/
WHO (2013). A Practical Manual for using the International Classification of
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Functioning, Disability and Health. Available at: https://www.who.int/classifications/drafticfpracticalmanual2.pdf?ua=1
Videos of interest: lesson 1 in Spanish
Conceptual ICF model. Cosdac Sems. Available at: https://www.youtube.com/watch?v=i87lIp5fSs0
Knowing and understanding the ICF. Physio-paediatric – Pae-diatric physiotherapy. Available at: https://www.youtube.com/wat-ch?v=31vaD8XC7DE
Videos of interest: lesson 1 in English
What is the International Classification of Functioning, Disa-bility and Health (ICF)? Pranay Jindal. Available at: https://www.youtube.com/watch?v=uoEIc4wBaIo
What is “Body Structure and Function”? Pranay Jindal. Avai-lable at: https://www.youtube.com/watch?v=O2pRqr-THMs
What are “Activity and Participation”? Pranay Jindal. Availa-ble at: https://www.youtube.com/watch?v=4mHnlLi6rJI
What are “Contextual factors”? Pranay Jindal. Available at: https://www.youtube.com/watch?v=-j0495iwCX0
How do different parts of the ICF work together? Pranay Jin-dal. Available at: https://www.youtube.com/watch?v=Vj7cF63eg-GU
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7.1. Evaluable task (choose one)
1. Name the different components of the International Classification of Functioning, Disability and Health (ICF; WHO, 2001) and then assess how a person’s health condi-tion can be improved by taking part in sports activities.
2. Give an example of each of the components of the ICF to illustrate the health condition of a young man with a hearing impairment who wishes to start a sport, for instance badminton.
7.2. Questionnaire (5 questions, 3 options and one correct answer)
1.- Indicate which of the following terms is correct:
a) Handicapped.b) Disabled.c) A person with a disability.
2.- Which kind of model is the current International Clas-sification of Functioning, Disability and Health (ICF; WHO, 2001) is based on?
a) Medical. b) Bio-psychosocialc) Neither of the above.
3.- A disability is
a) A problem with a body function or structure, as is the case of a severe impairment or loss. b) An umbrella term for impairments, activity limitations and participation restrictions. c) Both the previous answers are correct.
4.- According to the ICF, restrictions on participation in an educational or sports-related situation in life can be detri-
EVALUATION
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mental to health. This statement is:
a) True.b) False.c) Participation is not a component of the ICF.
5.- To be more specific and direct in communication, it is better to adjectivise or label people with a disability. For ins-tance, it is better to say “a crippled woman” than “a woman with an amputated limb”.
a) The statement is totally wrong.b) The statement is completely correct. c) It depends, because “crippled” does not necessarily mean amputated.
EVALUATION
Unit 1. Disability. The Concept and CharacteristicsLesson 1. Disability and Its Relationship with Health
THE MAIN TYPES OF DISABILITIES
1. INTRODUCTION2. PHYSICAL DISABILITIES
2.1. Spinal injury2.2. Cerebral palsy2.3. Amputations2.4. Achondroplasia2.5. Muscular dystrophy2.6. Methodological considerations regarding physical disabilities
3. INTELLECTUAL DISABILITIES3.1. The concept of an intellectual disability3.2. Down syndrome3.3. Autism spectrum disorder (ASD)3.4. The main characteristics of intellectual disabilities3.5. Methodological considerations regarding intellectual disabilities
4. HEARING IMPAIRMENTS4.1. The concept of a hearing impairment4.2. The main characteristics of hearing impairments4.3. Methodological considerations regarding hearing impairments
5. VISUAL IMPAIRMENTS5.1. The concept of a visual impairment
Common Module
LESSON 2
Authors: Javier Pérez Tejero, Carmen Ocete Calvo & Andrea Gutiérrez SuarezLENGTH: 80´
5.2. The main characteristics of visual impairments5.3. Methodological considerations regarding visual im-pairments
6. BIBLIOGRAPHY7. TO FIND OUT MORE8. EVALUATION
8.1. Evaluable task (choose one option)8.2. Questionnaire (5 questions, 3 options, and just one possible answer)
1. INTRODUCTION
This lesson outlines the main types of disabilities, in addition to salient consequences at a perceptual-motor level, and the main methodological considerations to bear in mind in physical activity and sport. The studies by Pérez-Tejero (in press) and Sanz and Reina (2012) were taken as our main guides. It is important to note that a disability is construed here as a negative health con-dition, leading to deficits (problems with body functions or struc-tures, as is the case of a significant impairment or loss), activity limitations and participation restrictions. As a result, this lesson gives a general description of some key disabilities. Traditiona-lly, three basic groups can be distinguished: physical, sensory (hearing and sight) and intellectual disabilities. We will outline the main causes, associated disorders and the main consequences.
It is important to highlight the correspondence between these three classic groups and the components of Marteniuk’s infor-mation processing theory (1976, in Bañuelos 1992), from which it can be deduced that, regardless of the type of disability, there will always be some aspect that can be worked on and used to foster physical activity and better health. Even though work on these aspects will be conditioned by the said disability, an insight is offered into the potential that each person has, reinforcing the idea of focusing on capabilities rather than limitations (Figure 1).
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Figure 1. Relationship between the main types of disabilities and information processing theory (Martienuk 1976, in Sánchez Bañuelos, 1992).
2. PHYSICAL DISABILITIES
A physical disability is defined as an alteration to the motor or locomotor system due to a malfunction in the central nervous, muscular or bone system or in the three system’s interrelations, either hindering the functional mobility of one or several parts of the body or else making mobility impossible (Ríos, 2007). In this chapter, a physical disability’s main causes are explained. They are spinal injury (including spina bifida), cerebral palsy, ampu-tations, brain damage, strokes, multiple sclerosis, Parkinson’s disease, achondroplasia, muscular dystrophy and poliomyelitis (and post-polio syndrome), brachial plexus palsy, osteogenesis imperfecta, juvenile rheumatoid arthritis and arthritis, arthrogrypo-sis, and Friedrich’s ataxia. Let us now look at these main causes.
2.1. Spinal injury
Spinal injuries are damage to the spinal cord, leading to a loss of mobility and feeling below the injury. Depending on the level, it can affect the legs, arms and/or trunk at a physiological, motor-sensory, locomotor, neuromuscular and autonomic level. The higher the spinal injury, the bigger the functional impact (te-traplegia at levels C1-C8 and T1, high paraplegia at T2-T12 and
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low paraplegia at L1-L5, S1-S4). Most people with a spinal injury acquire it during their adolescence or early adulthood, generally caused by traffic accidents and falls and, to a lesser extent, by sporting accidents, violence, infections or tumours (Noreau and Shepard, 1995). Spina bifida is a type of congenital spinal in-jury due to a congenital malformation in the closure of the neural tube and vertebral arch during the embryonic stage (about the 4th week of pregnancy), with the risk of damage to the spinal cord. The effects of spinal injuries are aggravated by sedentary habits. There is solid consistent evidence of the cardiorespiratory and muscular benefits of exercise for people with a spinal injury, lea-ding to less risk of cardio-metabolic illness, depression or shoul-der pain and to improved breathing and functioning, and a better quality of life.
Consequences. Given the current life expectancy of people with a spinal injury, which is now very similar to that of the general population, there tend to be complications of a secondary type, possibly in the form of cardiovascular and respiratory problems, body temperature alterations, autonomic dysreflexia (above all with injuries at T6 level or above), pressure sores, urinary infec-tions, digestive disorders, thrombophlebitis, bone fractures due to the initial accident or later on, muscle contracture, and ankylosis. Aside from the above consequences, in the case of spina bifida, possible associated malformations (e.g. a lower limb) should be taken into account at an orthopaedic level due to muscular im-balances and the resulting lack of mobility, mainly affecting the spine, hips, feet, ankles and knees, in widely varying ways and combinations. Water on the brain is another associated problem, due to a build-up of cerebrospinal fluid in the ventricles of the brain caused by an imbalance between its production and elimi-nation (normally requiring a drainage catheter to the peritoneum), with possible negative effects at a cognitive and language-related level and also on sphincter control.
2.2. Cerebral palsy
This is defined as a persistent but not invariable disorder that affects muscle tone and movement as a secondary result of non-progressive damage to the immature brain as it develops
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(prior to the age of 3). Its consequences are present throughout life although some functions can be activated and improved, sin-ce the damage occurs in a developing brain. Depending on the type of movement control disorder, cerebral palsy can involve specific movement problems:
Spastic cerebral palsy: (40-50% of cases) This involves involuntary muscle contractions (spasms), since people with spastic cerebral palsy have increased muscle tone due to a lack of coordination in the relaxation and contraction of agonist and antagonist muscles, leading to jerks or spasms. This indicates the existence of damage to the pyramidal tract, affecting voluntary movements.
Athetoid or dyskinetic cerebral palsy: (15-30% of cases) This involves the involuntary contraction of the distal extremities. There are spasmodic fluctuations in muscle tone; that is, the muscle tone varies from hypertonia (unusually high muscle tone) to hypotonia (unusually low) de-pending on the voluntary activity, also affected by parasitic muscle con-tractions.
Ataxic cerebral palsy: This affects coordination and balance. It is a form of cerebral palsy that sometimes goes hand in hand with a spastic or athetoid component. There tends to be decreased muscle tone, poor postural stability and balance, and bad coordination.
Normally the above symptoms and signs tend to be combined and so we can talk of a mixed type. This multiplies the person’s learning pro-blems.
Other associated disorders include epilepsy (in 60% of such cases, medication to treat these episodes can depress the cen-tral nervous system, affecting reactions to exercise), sensory problems (often losses of hearing or vision), perceptual-motor problems (difficulties in discrimination, in distinguishing figures or backgrounds, in recognizing spatial directions, and in tracing figures or drawing) and attention deficits. Physical activity pro-grammes must be focused on improving health and functioning in everyday activities. Fast repetitive movements must be avoided because they reduce joint mobility and the level of performance or improvement. It is important to warm up the muscles prior to any activity. The person’s mobility must be maximized by working
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on how to handle aids like wheelchairs, walking frames and elec-tric chairs. When activities are performed, the person’s interaction with these aids (if applicable) must be taken into account, particu-larly in terms of their position during the activity. For this reason, straps, gloves and belts can be used to secure their hands and/or feet. When a person has coordination or balance problems, a cycle ergometer is ideal. For people with these kinds of ambu-latory problems, an exercise bike or treadmill is the best option. It may well be necessary to adjust and secure their feet and/or hands to the bike due to coordination problems and to inadequa-te hip flexion as a result of hyperactivity. The use of a technical aid during training will contribute to their comfort and tolerance in exercises in a wheelchair.
2.3. Amputations
Amputation is the total or partial loss of an extremity, with phy-sical and mental repercussions. The main causes of the amputa-tion of a lower limb are vascular or circulatory disorders (caused by type 2 diabetes or peripheral vascular disease, accounting for about 70% of all cases, mainly in people over 55, who are known as vascular amputees), trauma (due to very severe breaks, bur-ns or freezing, accounting for about 4% of all cases), following the treatment of a tumour (for instance, following treatment of a malign osteosarcoma, accounting for about 4% of all cases) and congenital deformities (about 4% of all cases) (Pitteti and Pedrot-ti, 2009). Amputations of a lower limb can be classified as forefoot or mid foot (conserving the ankle bones, and so the person’s wei-ght can be supported), transtibial (below the knee), transfemoral (above the knee), hip disarticulation (loss of the leg and hip joint), unilateral (just one leg, above or below the knee), and bilateral (both legs, for instance the amputation of one leg above the knee and the other below it) (Espinoza 2014).
Lastly, traumatic amputations lead to big changes in body ima-ge and self-perception, one important example being a phantom limb (Ehde et al., 2000), feeling pain or reflexes as if it still existed. One of the other most important factors to take into consideration is the need to care for the stump and skin that covers it, given their interaction with the prosthesis during activities (as a support, to
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walk, run etc.) and the need for a well-designed prosthesis, based on the wearer’s anthropometric characteristics and the envisaged activity. The aim of the exercise programme will differ, depending on whether the person has a vascular or non-vascular amputa-tion. In the first case, the exercise must be aimed at slowing down further development of diabetes or atherosclerosis. In the second case, the aims are similar to those of people without a disability: to prevent cardiovascular disease, diabetes, high blood pressure and obesity.
2.4. Achondroplasia
This is a condition in which a person has a short stature (<1.52 metres); that is, shorter than 98% of the population (Porre-tta, 2005). Generally, this is due to poor cartilage growth of bone structures or irregular growth. This disability can be classified in two different types.
Proportionate: Where all the body parts are proportionate but sma-ller. This is due to a malfunction of the pituitary gland which regulates growth. People with this type tend to have short arms and legs, a normal trunk and bigger head.
Disproportionate: This is the most common type, also known as achondroplasia, which means a lack of normal cartilage and body growth. It tends to be characterized by a swinging gait, lordosis, a limited range of movements, bowed legs and overweightness or obesity. In severe ca-ses, where there are deformed bones, crutches or walking sticks might be needed. People with this type might also have lumbar-sacral stenosis due to the compression of motor nerves, leading to muscular weakness, pain or a loss of feeling.
Although the educational approach or physical activities that are envisaged for this group must be similar to that of all the rest, given that they do not have any cognitive problems, we must try and help them to develop a positive self-image in optimum educa-tional circumstances, with no mockery or ridicule (Frey and Pal-mer, 1999). Hence, in an inclusive setting, we must guarantee positive interaction and social relations. Due to the possible slight delay in some stages of motor development in the case of people with achondroplasia, we must strengthen these basic motor skills
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before working on other more complex skills or activities. We must also take into account their possible disadvantage in cer-tain activities, like races, due to their low height. Likewise, sports materials and utensils (e.g. rackets) should be specially suited to their height to avoid the acquisition of inefficient or inappropriate motor skills. Activities should also be avoided or modified if they subject the person’s joints to a high degree of stress.
2.5. Muscular dystrophy
Muscular dystrophy refers to a group of neuromuscular di-seases characterized by progressive wasting and loss of muscle mass due to the degeneration of the skeletal, cardiac and smoo-th muscles. Muscular dystrophy tends to appear in infancy and it gets progressively worse, generally shortening people’s lives due to its effect on the cardiorespiratory muscles. The most com-mon types are Duchenne muscular dystrophy (DMD) and Becker muscular dystrophy (BMD). The incidence of DMB is between 1 out of every 18,000 and 1 out of every 31,000 male infants. Chil-dren born with DMD normally start to walk late. Their cognitive functions might be affected. The disease is normally diagnosed at around the age of 5 when the children acquire a waddling gait and clubfoot with hypertrophied calves (Gower’s sign). Walking becomes impossible between the ages of 10 and 12. There is a progressive emergence of scoliosis, cardiomyopathy and restric-tive respiratory failure. BMD appears later between the ages of 5 and 15, with proximal motor deficits that progress in a variable way. Heart problems can be a sign of this disease (FEDER, 2019, Sanz & Reina, 2012).
Education and physical activity can be highly beneficial for people with muscular dystrophy, particularly during the initial sta-ges of the disease. Regular activities to strengthen the muscles and the person’s resistance can have a positive effect on mus-cle development and help to counteract muscle wasting. Special attention must be paid to working on the legs, hips, abdomen and muscles because these are the parts of the body involved in locomotion. Activities must be short and fun for young children (e.g. rhythmic activities), while for adolescents, the focus must be on activities that they can do in their free time (like cycling, sitting
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aerobics etc.). Suitable warm-ups and cool-down activities must be envisaged in sessions, paying particular attention to working on flexibility. The main consideration in this group’s inclusion is to adapt the activity’s intensity and its motor requirements to their functional possibilities (Sanz & Reina, 2012).
2.6. Methodological considerations regarding physical disabilities
Generally speaking, any difficulties they encounter will depend on the specific effects on affected parts of the body or on totally/partly paralysed areas, in addition to the consequences of amputations or congenital mal-formations.
The need for ongoing physical exercise and control over their body weight, avoiding a sedentary lifestyle insofar as this is possible, particu-larly when they depend on walking sticks or crutches, since they might become unable to support their own weight, leading to the need for a wheelchair. Also, being overweight will make it harder for them to move around autonomously in a wheelchair.
Difficulties due to the possible effects of a spinal injury: little or no fe-eling; circulatory, breathing or digestive problems; thrombophlebitis; mus-cle contractures; ankylosis, urinary infections; pressure sores; or body temperature regulation problems.
Difficulties due to a lack of sphincter control, mainly caused by a spi-nal injury.
Difficulties due to ataxia, athetosis, spasticity and dystonia (mainly in the case of students with cerebral palsy).
Decreased motor functions with age in the case of some pathologies (particular muscular dystrophy).
The need to boost their body image and acceptance of their own image.
General balance problems.
Difficulty in controlling their posture. Postural alterations can lead to osteotendinous deformations.
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Possible breathing problems (due to both their lung capacity and to muscular insufficiency in the full activation of the diaphragm and raising of the ribs).
The need for tonal control (due to hypotonia or hypertonia, possible ataxia, athetosis or spasticity) and for relaxation (especially with cerebral palsy).
Depending on their mobility and the cause of the injury, they might have problems with spatial organization and rhythm.
Physical tiredness and/or the rapid onset of tiredness, depending on the pathology and how serious it is. However, in some cases of cerebral palsy or cranioencephalic traumatism, there might also be mental tired-ness and, by extension, attention and concentration deficits.
The need to work on travel and other basic motor skills (jumping, turning, handling and controlling objects, depending on their mobility), and so technical aids might be needed.
Difficulty in corporal expression (mainly in some cases of cerebral palsy).
Communication problems (often in cases of cerebral palsy and cra-nioencephalic traumatism).
The need for technical aids, such as manual or electric wheelchairs, splints, standing frames or hoists, to help with mobility (depending on how serious the pathology is).
Before proceeding to plan a sports session for a group that includes someone with a physical disability, it is important to take into account the difficulties that they might face and strategies to overcome them. The following section offers a review of relevant methodological approaches.
Encourage ambulation whenever possible, always taking into ac-count the student’s safety.
Give priority to encouraging an awareness and acceptance of their body and their potential for movement, concentrating particularly on im-proving their breathing, posture, balance, tonal control, and relaxation, boosting their spatial and temporal awareness.
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Plan some preventive physical activity programmes, aimed at contro-lling their body weight and developing certain groups of muscles that can improve their quality of life. Remember that, with this group of students, conditional abilities are essential in ensuring greater autonomy and more functional independence.
Improve their command of technical walking aids: crutches, walking frames, foot drop splints etc.
Boost their capacity for corporal and/or verbal expression and com-munication.
Areas: Flat ground with no obstacles, with a non-slip surface to help with travel.
Materials: Technical aids: walking sticks or walking frames to cope with balance problems, wheelchairs, headrests with head wands etc.
In the case of students with cerebral palsy and cranioencephalic trau-matism in particular, use alternative or augmentative communication sys-tems: Bliss systems, syllaboards, pictographic systems, templates with images, electronic and data-transmission communication devices, gestu-res, gestural codes etc. It is advisable for the teacher and other students to be familiar with these systems so that they can offer better support to the person using them and facilitate communication. With some partici-pants with comprehension problems, advance information may have to be given.
Avoid the risk of friction, pressure, knocks and bangs on the affected parts of their bodies. Likewise, avoid collisions and impacts between whe-elchairs, crutches and walking frames and the other participants.
There must be a support teacher or student collaborator (depending on the age) to facilitate active participation in the sessions, in addition to physical assistance and someone to accompany the person if needed. In the case of a student collaborator, the students can take turns. Hygienic habits must also be fostered and so assistance should be provided in the changing room if necessary and normally more time will be required. If there are no adapted showers, a plastic chair can be used.
Opportunities to interact with their environment, the quantity and quality of experiences, and interaction with other people will
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all play a decisive role in their personal and social development. Opportunities must be facilitated within the local environment for them to develop their motor skills, despite their limitations. Many people with a physical disability use aids to help with everyday activities, overcoming numerous obstacles and boosting their personal autonomy. There are technical aids for moving around inside and outside the home (crutches, walking frames, wheel-chairs, orthoses, chair lifts etc.) for people with mobility or coor-dination problems, weak upper limb, or limitations in travel or do-mestic tasks like dressing, washing, cooking, eating or drinking.
Wheelchair Órthosis
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Crutches
Electric wheelchair
Foot prosthesis
Figure 3.- Example of technical aids to help overcome numerous everyday obstacles and to boost users’ personal autonomy (Abadía, 2013; Pérez-Tejero et al., 2013).
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3. INTELLECTUAL DISABILITIES
3.1. The concept of an intellectual disability
An intellectual disability can be defined as significant limi-tations in a person’s intellectual functioning and adaptive beha-viour, expressed through conceptual, social and practical adapti-ve skills (limitations in two or more of the following adaptive skills: communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisu-re and work) (Luckasson et al., 2002).
Figure 3. Theoretical model of mental retardation (Lukasson, 2002).
The term “mental retardation” is no longer used to refer to this type of disability and there have been substantial improvements in this group’s inclusion and social acceptance in recent years. The factors that determine their participation in physical activities and exercise include personal characteristics (age, level of su-pport, adaptive behaviour and current health), the perceived be-nefits, socio-emotional barriers, and barriers to access to sports services (informative and communicative barriers and the training of the sports instructors who work there).
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The amount of support that a person with an intellectual disa-bility requires will vary, depending on each individual, their situa-tion and stage in life. Four types of support can be distinguished (Antequera et al., 2008): intermittent (provided when necessary; not always required although it might be repeatedly necessary for relatively short periods of time; it can be high or low intensity), limited (on a continuous basis for a limited period to prepare for/begin a new activity such as starting primary or secondary school; at specific points in time), extensive (regular support in at least some contexts and, given its nature, not limited in time), and per-vasive (constant, high intensity and provided in different contexts, perhaps lasting for all their life). 90% of all people with an intellec-tual disability do not require support or else they just need it on an intermittent or limited basis. Only 10% say that they have a heal-th condition requiring extensive or pervasive support. Conditions associated with an intellectual disability include autism spectrum disorder, epilepsy, cerebral palsy and sensory impairments. One point to note is the fact that the level of support might not be the same for all activities in life. For instance, someone might need assistance with self-care, but pervasive support in a particular social or professional context (Fegan, 2009).
Traditionally, a person’s IQ was used as an indicator of their intellectual performance and educational potential, since it rela-tes chronological age with mental age or the level of intelligence with a person’s chronological age, providing an indicator of an individual’s intellectual development compared with that of other people of their age. This index is calculated as followed: IQ = (MA/CA) x 100. According to DSM-IV30, it can be divided into a mild (50-55 and 70), moderate (35-40 and 50-55), severe (20-25 y 35-40) or profound mental retardation (under 20-25). This clas-sification system only measures the intellectual capacity (that is, it only contemplates one of a person’s multiple dimensions). We mention it because it continues to be a reference in areas related to intellectual disabilities, for instance, as an eligibility criterion in sports for this group.
People with an intellectual disability often react inappropria-tely in emotional or social situations due to their interpretation of the situation or inability to understand it, as opposed to a lack of
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an appropriate response (Fegan, 2009). They fail to handle these situations well due to learning problems or to the generalization of information. An intellectual disability implies limitations in the following intellectual skills: reasoning, planning, problem solving, abstract thinking, understanding complex ideas, learning rapidly, learning from experience, and in learning the set of conceptual, social and practical skills needed to function in everyday life (An-tequera et al., 2008). It is important to point out that many people with an intellectual disability take medication to avoid convulsions or anxiety or to treat heart problems or hypothyroidism, and this must be taken into account. We will now highlight the two main intellectual disabilities: Down syndrome and autism spectrum di-sorder (ASD).
3.2. Down Syndrome
This is a genetic disorder caused by an extra third copy of chromosome 21 instead of the two we normally have. That is why this disorder is also known as trisomy 21. Down syndrome is the main cause of intellectual disabilities and the most common human genetic alteration. Down syndrome is not an illness and there are no differing degrees, although it does have very diffe-rent effects on people with this disorder. Outlined below are some interesting facts:
• It occurs spontaneously in all races and in all countries, with an inci-dence of one in every 600 to 700 births throughout the world.
• The only known risk factor is the mother’s age (particularly when the mother is over 35). Exceptionally, in 1% of all cases, it is handed down from a parent.
• There are estimated to be some 34,000 people with Down syndro-me in Spain and a total of 6 million in the world.
• Between 30 and 40% of people with an intellectual disability have Down syndrome.
People with Down syndrome tend to have some common features, although each person is unique, with their own appea-rance, personality and abilities. They have many physical featu-res typical of their family, in addition to others typical of people
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with Down syndrome, combined with a certain level of intellectual disability. Their personality, hobbies, hopes, and plans are what really define them as people and their disability is just another characteristic.
The life expectancy of people with Down syndrome has in-creased considerably and it is currently around 60 years of age. There is no reason for the health of children with Down syndrome to be any different from that of any other child, although there can be associated pathologies, such as health complications related to their genetic alteration: congenital heart problems, pulmonary hypertension, hearing or sight problems, intestinal, neurological and endocrine anomalies etc.
3.3. Autism spectrum disorder (ASD)
According to the Spanish Autism Federation, “the term autism spectrum disorder (ASD) refers to a broad spectrum of conditions affecting a person’s neurological development and brain func-tioning, giving rise to problems with communication and social interaction and in the flexibility of thinking and behaviour.” ASD mainly affects a person socially and in their capacity to adapt to the demands of everyday life. It will affect them all their life and, by extension, their family. It can have very different effects and so this group’s needs can vary substantially, calling for a global approach aimed at providing specialist tailored support, based on scientific evidence, that can help to improve their quality of life and guarantee the exercise of their rights.
It is said to be an “invisible disability” in the sense that it has no specific external distinguishing features and it is only noticea-ble at a behavioural level. Each person with ASD is different, but generally speaking they have difficulty in verbal and non-verbal communication skills and a very limited number of interests and behaviours, with repetitive conduct and problems dealing with changes in their activities and environment, in addition to a limi-ted capacity to imagine and understand other people’s emotions and intentions. No single cause has been found to explain ASD, but there is a strong genetic component. The disorders that ASD includes are:
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• Autism disorder.
• Asperger’s disorder.
• Rett’s disorder.
• Childhood disintegrative disorder.
• General developmental disorder.
As for the incidence at a European level, there is one case of ASD per 100 births (Autism-Europe, 2015).
One of the limitations that characterize people with ASD is communication, and so the use of augmentative and alternati-ve communication systems is a common, very useful aid. Aug-mentative and alternative communication systems encompass different symbol-based systems, including graphic ones (photos, drawings, pictograms, words and letters), gestures (mimicry, ges-tures or hand signs) or the use of technological aids.
Given the wide variety of possible scenarios, it is very hard to define a set of common characteristics for this group of people. Generally speaking, their motor development only differs from most people’s because it is slower.
3.4. The main characteristics of intellectual disabilities
Following a review of studies by Bonany (2001), Molina (1999), Gomendio (2000) and Verdugo (2002b), an outline will now be given of the salient features of people with an intellectual disability:
a) At a motor level: On many occasions, they have altera-tions to their body mechanics (spinal column, muscles, joints etc.) and physiological alterations (respiratory, digestive, re-nal, cardiac etc.). In the case of Down syndrome, they tend to be double jointed and to have muscular hypertonia.
Their cardiovascular resistance (particularly in the case of people with Down syndrome, often associated with cardiac malformations) and physical condition are below average. Ge-nerally, they also have shallow breathing. Their psychomotor
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development is slower, with alterations or deficits in terms of motor control, motor efficiency, spatial-temporal perceptions, balance, coordination of small and large body segments, their body image in general, reaction time, sensory integration etc., in addition to alterations in muscle tone (particularly in the case of Down syndrome) and posture, which can lead to diffi-culty in relaxing or muscle strain.
b) At a perceptual-motor level, they have difficulties in their level of expectation (expecting something from a task, with an attitude dependent on prior experience, not moving on to “internal control” of its execution), attention and watchful-ness (with very low levels, not picking up relevant background stimuli), and organization of information (a disorganized no-tion of their environment, information not classified in order of priority, recurrent random answers).
c) At a cognitive and linguistic level, there are memory problems, both relating to the active memory (storing infor-mation, choosing targets and plans, slow processing of in-formation with recurrent data losses, attention deficits) and semantic memory (storing relevant information for later use). They have difficulty in generalizing and assimilating abstract concepts and in solving complex problems. A logical process must therefore be followed, where the exact nature of the pro-blem is understood, a plan of action is devised, and lastly a set of general principles are surmised to be applied to similar situations. They tend to have a poor use of language, based on the acquisition of isolated words, forming short sentences with simple structures, and the use of a poor limited vocabu-lary when they are capable of correct semantic constructions. On occasions, they resort to verbal language to communicate.
d) At a socio-affective level:
They need supervision and support for very long periods of time or, in the most severe cases, all their lives.
They have a lack of initiative and self-control in certain situations.
They can have character and personality disorders (deviant beha-
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viour). In this respect, they can suffer from high levels of anxiety and a low level of self-control due to a lack of inhibition in certain behaviours.
They have a greater tendency to avoid failure than to seek success, due to the low self-esteem that many feel.
Summarized below are the difficulties and/or needs that this group of people have, to which we must respond.
Identifying environmental demands, taking decisions, analysing and completing slow complex tasks.
Difficulty in the analysis of tasks; slower reaction, inspection and res-ponse times.
A constant need for supervision and support.
Attention deficits and problems anticipating things. Difficulty in visual attention.
A low understanding of symbolism due to difficulty in grasping abs-tract notions or concepts unrelated to familiar contexts.
Limitations in using language as a vehicle for communication.
Difficulty in adapting to new situations, given the distress and anxiety that they may cause. Consequently, they have problems in developing social skills and in adaptive behaviour.
Due to alterations in body image development (image, balance, tonal control and relaxation, laterality etc.), they have limitations in their unders-tanding of the world around them and of themselves.
Inefficient basic motor skills, in addition to limitations in their creative potential and corporal expression.
People with an intellectual disability tend to have problems fo-cusing their attention, understanding messages of a certain com-plexity, processing information and responding. They need more time for this and so introductory sports sessions must be organi-zed in such a way that tasks are divided into different phases to make them easier to perform, adapting the language to their level of understanding and giving the person sufficient time, following
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the explanation, to organize their response.
Bearing in mind that everyone is different, the main difficul-ties in getting people with an intellectual disability to participate in sports activities revolve around communication. Starting out from the premise that it is important to know someone before the most efficient form of communication can be found–whether they can communicate verbally or not–, special attention must be paid to the way messages are given and received.
3.5. Methodological considerations regarding intellec-tual disabilities
Firstly, it is fundamental to facilitate communication, conve-ying information in a clear, simple, understandable way. Always look at the person when giving them instructions and repeat any key words, checking that they have understood the message.
The instructions must be tailored to each person, rather than being general. The person must be given more time than normal to answer, bearing in mind the time lag for processing the mes-sage. To make sure that they have understood us, adversative or closed check questions should be asked. Attitudes should not be taken for granted, since they might mask a person’s real compre-hension.
Patience is also a key factor when working with people who have an intellectual disability and other disorders. In the case of people with a severe and/or profound intellectual disability, we must pay far more direct individual attention to them, since their limitations are much more evident and their difficulties far higher.
When they talk to us, it is also essential to know the back-ground context in order to maintain or try and maintain a con-versation. It is important to be a good observer and to interpret what they are saying, checking this with closed questions. It is also important to assess them globally and to build up as much information about them as possible: about their capacity for com-prehension and expression, their character, attitude etc. All this will facilitate the communication process.
At the sessions, always move from the simple to the more
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complex. Always begin by presenting the simpler skills that are easier for everyone to perform and then gradually increase the level of difficulty, depending on the participants’ execution of the tasks.
Another basic prior step is for them to acquire the key motor skills needed for any physical or sports activity before moving on to other sports activities (whether individual and/or group ones). The proposed tasks should be short, requiring short concentra-tion spans. If a task is very complex, the initial explanation must be very general, gradually going on to provide the necessary su-pport and guidance with basic instructions.
A series of simple guidelines can be hugely effective in tea-ching and learning techniques for people with intellectual disabi-lities.
Create a ritual and/or typical structure to sessions. This will give them a sense of security and make them more predisposed toward carrying out the session (e.g. by beginning and ending the sessions in the same way, putting on and taking off their trainers in a particular place, always forming a circle at the beginning of the session, always beginning with the same exercise or music etc.).
Always begin with tasks they can do to boost their confidence and security and to encourage them to continue participating in subsequent tasks and activities.
When information is given, use demonstrations to help them unders-tand the proposed task or activity. As mentioned at the beginning of the chapter, gestures and expressive demonstrations will make it much easier for them to understand the instructions.
Use positive reinforcement techniques to encourage them to take part. Take advantage of cooperative work techniques. Cooperative lear-ning is really one of the best ways, if not the best, of encouraging people with an intellectual disability’s participation and inclusion in sessions and in physical or sports activities. Cooperative work techniques will contribute substantially to their real participation.
Come up with new ideas based on their observed behaviours. Whe-never a new idea leads to new assorted responses by the participants,
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these ideas should be extended to everyone so that they can experiment with them and it encourages a search for other new ideas.
Provide immediate feedback after a task or activity so that they know whether what they are doing is correct or whether it needs modifying.
Help them to focus. The tasks or learning activities should be short.
Simplify tasks by breaking up the learning process into short steps to help them complete the whole process. All the participants should learn the same task, even though, in some cases, people with an intellectual disability will need more time.
Creativity should be fostered as much as possible and at any time.
Propose activities that encourage autonomy and allow for choices to be made.
4. HEARING IMPAIRMENTS
4.1. The concept of a hearing impairment
Deafness is defined as either being deprived of hearing or as having a hearing loss, and so a person who is deaf will either be unable to hear or they will have problems hearing. This can be an inherited trait or else the consequence of an illness, infection, trauma, brain damage (parietal cortex), exposure to noise over a long period of time or due to the administration of medicines that damage the auditory nerve. The term “deaf” is usually reserved for severe or profound hearing impairments to distinguish it from hypoacusis. A hearing impairment can generally be described as a sensory disorder characterized by a loss of acoustic information. A series of variables can be highlighted to divide impairments into groups, depending on the type, level or cause:
• The type of hearing impairment. This is one initial basic way of differentiating them. For instance, with conductive types of hearing loss, the problem is in the outer or middle ear, while with sensorineural types, the problem is in the inner ear, the auditory nerve or auditory areas of the brain.
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• The level of deafness. Logically another variable that can be used to differentiate the needs of people with a hearing impairment is the level of deafness. There can be mild, moderate, severe or profound losses. In the last two ca-ses, the person will have the most difficulty in learning to speak, with the biggest repercussions in different areas.
• The cause: This variable is interrelated with others, like the moment when the hearing loss began, the existence of possible associated disorders, and contextual emotional reactions. All these factors condition possible adaptations and responses.
4.2. The main characteristics of hearing impairments
In the planning of tailored individual guidance for people with hearing impairments taking part in sports activities, the following points must be taken into account:
Language and communication-related needs. This is where the greatest difficulties lie and hence the biggest needs, more specifically, due to difficulties in language learning and acquisi-tion, in general, and in communication codes.
Cognitive needs. There is no direct relationship between peo-ple with a hearing impairment and their level of intellectual deve-lopment, but clearly they function differently at a cognitive level. Their main problems and needs in this field are:
Difficulties in forming mental pictures from the information they recei-ve and, by extension, in grasping the meaning of conceptual ideas.
Difficulties in building up knowledge from their own experience of so-cial interaction. Hence the need to try and find strategies to facilitate this process through experimentation, the use of visual resources, the provi-sion of models etc.
Difficulties in anticipating situations, due to a lack of contextual in-formation. Hence they must be given as much contextual information as possible and the habit of anticipation must be reinforced.
Recurrent problems in understanding the rules of activities due to pro-
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blems in access to the necessary information within the related context.
Social and affective needs: In this field, the most difficulty they face is in building solid networks to guarantee effective social in-teraction and personal development. Hence there is a need to facilitate social interaction with as many interlocutors as possible in all the contexts in which they are involved, together with the assimilation of certain rules and values through access to infor-mation about them.
4.3. Methodological considerations regarding hearing impairments
People with hearing impairments mainly tend to have difficul-ties in communication and in their socio-affective development, and so their inclusion in activities alongside people without hea-ring problems is an important way of minimizing these problems. Given that this disability affects their capacity for communica-tion, there are numerous support systems to help them, such as sign language, cued speech, lip reading, finger spelling, and code-blending (Soto and Pérez, 2014). There are also prosthe-ses like hearing aids or cochlear implants or technical aids like hearing loops or frequency modulation systems. It is important to know which aids the person uses and to try and make communi-cation and different spaces as accessible as possible, ensuring effective communication with the person. Visual aids can also be a big help. It is particularly important to avoid the use of prosthe-ses in contact or water sports.
A person with a hearing impairment often removes the pros-thesis they wear during physical activities for safety reasons, and so in such cases, it is very important to facilitate their comprehen-sion of spoken language by making sure that they can read our lips.
In some cases of a hearing loss, strategies will mainly be nee-ded to help the person maintain control over situations, taking into account the potential support that written language can represent. Two of the most important variables in defining the needs of peo-ple with a hearing loss are whether they use a prosthesis or other aid and the moment when the hearing problem began.
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If a sports instructor does not know sign language, it is impor-tant to count on the collaboration of someone who does so as to improve communication and socialization processes. When you work with the hard of hearing, Sanz and Reina (2012) highlight the need to check their understanding of spoken language, drawing their attention with visual or tactile resources before speaking, and standing in front of the person so that they can see your lips and facial expressions.
An example must be given of any intended activity and visual resources should be used (e.g. cards or posters) to illustrate or textually explain the proposed task. It is also vital to keep back-ground noise to a minimum during the activities. Do not shout. Use a normal rhythm of speech and intonation, rounding off ver-bal explanations with visual images. If the person does not un-derstand the instructions, reformulate them. Do not keep on re-peating the message in the same way.
Cooperative work strategies are a good idea in inclusive approaches, because they facilitate the participation of someone with communication problems, encouraging the other participants to develop alternative communication strategies. In the case of someone who is totally deaf, it is extremely useful to have a per-son on hand who knows sign language, particularly in interven-tions in educational contexts.
5. VISUAL IMPAIRMENTS
5.1. The concept of a visual impairment
Visual impairments can be defined as any sight problem cau-sed by an illness, trauma or congenital or degenerative condition which cannot be corrected using conventional means, such as glasses, medication or surgery. Blindness is a total loss of vision. According to the WHO (WHO, 2001), some 1300 million people throughout the world have sight problems. As for hypermetro-pia, 188.5 million people have moderate sight problems, 217 mi-llion have a moderate to severe problem and 36 million are blind (Bourne et al., 2017).
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When it comes to myopia, 826 million people have related sight problems (Fricke, 2018). The main causes of vision loss, at a world level, are uncorrected refractive errors and cataracts. About 80% of all sight problems in the world are considered to be avoidable and most people with a sight impairment are over 50. Among the young population, the causes are related to congeni-tal problems like cataracts or optic nerve disorders, or retinal pa-thologies. Injuries, tumours, infections and disease are other less frequent causes. In older adults, diabetes, macular degeneration, glaucoma and cataracts are the main causes. Sight impairments can occur in association with cerebral palsy or intellectual disor-ders (Leverenz, 2009).
5.2. The main characteristics of a visual impairment
At a perceptual-motor level, people who are blind: (Sanz and Reina, 2012):
Cannot use sight as a stimulus in movement.
Have fewer opportunities, in terms of quality and quantity, to expe-rience movement and fewer motor skills.
Are unable to imitate the motor skills of others.
Have less confidence in their abilities, particularly in unfamiliar set-tings.
Have difficulty in forming an understanding of abstract notions or con-cepts unrelated to their immediate background environment.
Have difficulty in their global understanding of tasks and global per-ception of their environment (with a fragmented route-like notion).
Have limitations in the development of body image and self-image.
Need to develop tactile, kinaesthetic and auditory skills as a way of boosting their motor skills and orientation, assimilating information throu-gh different sensory channels.
5.3. Methodological considerations regarding visual impairments
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As much information as possible must be provided through other channels, developing intentional movement and taking advantage of other motivating sources of movement, such as sound. A controlled stable familiar environment must be created, given problems in perception, representation and spatial orienta-tion. Expression, creativity and communication must be fostered through the body and through movement, given their difficulty in acquiring basic motor skills. Lastly, personal autonomy must be encouraged by using aids and supports (a guide dog, walking sticks, Braille etc.; Leverenz, 2009).
For people with sight problems, a predominant use of hearing is fundamental in making sure that they receive the information they need, both at the beginning and during practice sessions. People with vision losses have an incomplete perception of pla-ces, and their perceptual-motor development is a lot slower than a person without sight problems.
Possible obstacles for this group’s inclusion in activities are the pace of games, the speed of travel, the different areas invol-ved in an activity, the number of companions in games, the use of different objects or materials, getting across competitive aspects, their lack of familiarity with sport, and the other participants’ lack of familiarity with sight problems.
6. BIBLIOGRAPHY
Antequera, M., Bachiller, B., Calderón, M.T., Cruz, A., Cruz, P.L., García, F.J.,... & Ortega, R. (2008). Manual de atención al alumnado con necesidades específicas de apoyo educati-vo derivadas de discapacidad intelectual. Spain: Andalusia Regional Government, Regional Department for Education, Directorate General for Participation & Equality in Education.
Bonany, T. (2001). Descripción y análisis de la discapacidad psí-quica. Definición, concepto, clasificación y características. In M. Ríos, A. Blanco, T. Bonany & N. Carol. El juego y los alum-nos con discapacidad (pp. 20-22). Barcelona: Paidotribo.
Bourne, R.A., Flaxman, S.R., Braithwaite, T., Cicinell, & M.V.,
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Das, A., Jonas, J.B., et al., (2017). Vision Loss Expert Group. Magnitude, temporal trends, and projections of the global prevalence of blindness and distance and near vision impair-ment: a systematic review and meta-analysis. Lancet Glob Health; 5(9): (888–23).
Brizuela, G., Romero, J.L., Beltrán, J. (2016). Lesión medular y ejercicio físico: revisión desde una perspectiva deportiva. Revista Española de Discapacidad. 4(2). 163-185.
Ehde, D.M., et al., (2000). Chronic phantom sensations, phantom pain, residual limb pain, and other regional pain after lower limb amputation. Archives of Physical Medicine and Rehabi-litation. 81(8). 1039-1044.
Espinoza, M.J., & García, S.D. (2014). Niveles de amputación en extremidades inferiores: repercusión en el futuro del pacien-te. Revista Médica Clínica Las Condes. 25(2): 276-280.
FEDER (Spanish Federation of Rare Diseases, 2019). Distro-fia Muscular de Duchenne y de Becker. Available at https://enfermedades-raras.org/index.php/component/content/arti-cle?id=3100&idpat=445
Fegan P. (2018). Intellectual disabilities. Durstine JL, Moore GE, Painter PL, Roberts, S.O. ACSM’s Exercise Management for Persons with Chronic Diseases and Disabilities, 3E. Human Kinetics; (359-367).
Frey, G. & Palmer, D. (1999). Achondroplasia (dwarfism). In Phelps, L. (Ed.). Health-related disorders in children and adolescents: A guidebook for understanding and educating (pp. 29-35). Washington, DC: American Psychological Asso-ciation.
Fricke, T. R., Tahhan, N., Resnikoff, S., Papas, E., Burnett, A., Ho, S. M., ... & Naidoo, K. S. (2018). Global prevalence of presb-yopia and vision impairment from uncorrected presbyopia: systematic review, meta-analysis, and modelling. Ophthal-mology, 125(10), 1492-1499.
Gomendio, M. (2000). Educación física para la integración de
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niños con necesidades educativas especiales. Gymnos: Ma-drid.
Leverenz, L.J. (2009). Visual impairment. In: Durstine JL, Moore GE, Painter PL, Roberts, S.O. ACSM’s Exercise Manage-ment for Persons with Chronic Diseases and Disabilities, 3E. Human Kinetics; (359-367).
Luckasson, R., Borthwick-Duffy, S., Buntinx, W. H., Coulter, D. L., Craig, E. M. P., Reeve, A., ... & Tasse, M. J. (2002). Men-tal retardation: Definition, classification, and systems of su-pports. American Association on Mental Retardation.
Molina, S. (1999). Deficiencia mental. Aspectos psicoevolutivos y educativos. Malaga: Aljibe.
Noreau L. & Shephard RJ. (1995). Spinal cord injury, exercise and quality of life. Sports Medicine. 20(4): 226-250.
Pitteti KH, Pedrotti MH. Lower limb amputation. In: Durstine JL, Moore GE, Painter PL, Roberts, S.O. (2009). ACSM’s Exer-cise Management for Persons with Chronic Diseases and Disabilities, 3E. Human Kinetics. (280-284).
Pérez-Tejero, J., Barba M., García L., Ocete C. & Coterón J., (2013). Deporte Inclusivo en la Escuela. Madrid: UPM, Fun-dación Sanitas, Psysport.
Perez-Tejero, J. (in press). Actividad física orientada a la salud para personas con discapacidad. In Mendoza, R., Santos, R. & Gil, B. (Coords.) La promoción de la actividad física en la sociedad contemporánea. Madrid: Díaz de Santos.
Porretta, D.L. (2005). Team sports. In J.P. Winnick (Ed.), Adapted physical education and sport (pp. 455-478). Champaign, IL: Human Kinetics.
Ríos M. (2007). Manual de educación física adaptada al alumno con discapacidad. Badalona: Paidotribo.
Sanz, D. & Reina, R. (Eds.). (2012). Actividades Físicas y Depor-te Adaptados para personas con discapacidad. Badalona: Paidotribo.
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Schalock, RL, Luckasson RA, Shogren KA. (2007). The renaming of mental retardation: Understanding the change to the term intellectual disability. American Journal of Intellectual and De-velopmental Disabilities, 45 (2): 116-124.
Soto, J., Pérez-Tejero, J. (2014). Estrategias para la inclusión de personas con discapacidad auditiva en educación física. Re-vista Española de Educación Física y Deportes. 406, 93-101.
Spanish Paralympic Committee. (2014). La inclusión en la acti-vidad física y deportiva. La práctica de la educación física y deportiva en entornos inclusivos. Badalona: Paidotribo.
Tweedy SM, Beckman E M, Geraghty T J, Theisen D, Perret C, Harvey LA, & Vanlandewijck YC. (2017). Exercise and sports science Australia (ESSA) position statement on exercise and spinal cord injury. Journal of Science and Medicine in Sport. 20(2): 108-115.
Verdugo, M.A. (2002). Las personas con retraso mental. In M.A. Verdugo (Dir.), Personas con discapacidad. Perspectivas psicopedagógicas y rehabilitadoras (pp. 515-554). Madrid: Siglo XXI.
World Health Organization. Blindness and Visual Impairment [In-ternet]. [Consulted Oct. 17th 2018]. Available at http://www.who.int/es/news-room/fact-sheets/detail/blindness-and-vi-sual-impairment
7. TO FIND OUT MORE
Autism Europe. Available at https://www.autismeurope.org/
Videos of interest: Lesson 2 in Spanish
“Human disabilities” series on Youtube:
Presentation:
1 de 3: https://www.youtube.com/watch?v=R6LLBCKsNMs&list=PL1616617873C6E2F3&index=1
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2 de 3: https://www.youtube.com/watch?v=qN2AHJheSoo&list=PL1616617873C6E2F3&index=2
3 de 3: https://www.youtube.com/watch?v=_NEtOt_sbLI&list=PL1616617873C6E2F3&index=3
Spinal injuries:
1 de 3: https://www.youtube.com/watch?v=o7rmLITXvI0&list=PL1616617873C6E2F3&index=4
2 de 3: https://www.youtube.com/watch?v=Y0EWEWOsDBI&list=PL1616617873C6E2F3&in-
dex=5
3 de 3: https://www.youtube.com/watch?v=twQ5aOT7-aU&list=PL1616617873C6E2F3&index=6
Cerebral palsy:
1 de 3: https://www.youtube.com/watch?v=TBHJY8VYvTo&list=PL1616617873C6E2F3&index=7
2 de 3: https://www.youtube.com/watch?v=hzhK7BhmNIo&list=PL1616617873C6E2F3&index=8
3 de 3: https://www.youtube.com/watch?v=folcMN9GO1g&list=PL1616617873C6E2F3&index=9
Hearing impairments:
1 de 3: https://www.youtube.com/watch?v=VCJUYCp2iAc&list=PL1616617873C6E2F3&in-
dex=10
2 de 3: https://www.youtube.com/watch?v=lIT-HxhErlc&list=PL1616617873C6E2F3&index=11
3 de 3: https://www.youtube.com/watch?v=xWOL9cK1TQM&list=PL1616617873C6E2F3&in-
dex=12
Intellectual disabilities:
1 de 3: https://www.youtube.com/watch?v=1GcNgFiW-tU&list=PL1616617873C6E2F3&index=13
2 de 3: https://www.youtube.com/watch?v=au2Pheq5wek&list=PL1616617873C6E2F3&index=14
3 de 3: https://www.youtube.com/watch?v=-Vg6bCWLi9k&list=PL1616617873C6E2F3&index=15
Physical Disability. “Alyson’s baby”. Available at https://www.you-tube.com/watch?v=NEl81qtMTtc&t=896s
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EVALUATION
8.1. Evaluable task (choose one option)
1. Choose a specific type of disability and briefly explain what it comprises, suggesting at least three methodological considerations to bear in mind in the planning of physical sports activities.
2. Describe at least three aids (including technical aids) that can boost a person with a disability’s personal auto-nomy and inclusion in physical sports activities.
8.2. Questionnaire (5 questions, 3 options and just one correct answer)
1.- A congenital spinal injury is known as:
a) Double spine.b) Multiple sclerosis.c) Spina bifida.
2.- The alterations in muscle tone and movement control that might affect someone with cerebral palsy are:
a) Spasticity, athetosis, ataxia. b) Stiffness, atonia, a lack of coordination. c) Cerebral ataxia and dysarthria.
3.- Cerebral palsy always affects a person’s intellectual ca-pacities. This statement is:
a) True.b) False.c) It depends on psychomotor assessments of the per-son.
4.- Aside from the intellectual impact that it has (in most ca-ses), Down syndrome is accompanied by other disorders, like the emergence of congenital heart problems and gene-ral hypotonia (with consequences in terms of less consump-
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EVALUATION
tion of energy and greater ligament laxity and joint flexibili-ty). This statement is:
a) False.b) In the case of hypotonia yes, but not the congenital heart problems, which are not typical in this group. c) True.
5.- Autism spectrum disorder (ASD) can be defined as a se-ries of developmental disorders which:
a) Affect a person’s capacity to communicate and their social interaction. b) Affect the flexibility of thought processes and be-haviour and their adaptive response to the demands of everyday life. c) Both the previous answers are correct.
COMMUNICATING WITH PEOPLE WITH A DISABILITY
1. INTRODUCTION2. COMMUNICATION TECHNIQUES AND APPROA-CHES BY TYPES OF DISABILITIES
2.1. Visual impairments2.2. Hearing impairments2.3. Physical disabilities2.4. Intellectual disabilities
3. GATHERING INFORMATION ON THE CHARACTE-RISTICS OF ATHLETES WITH A DISABILITY4. BIBLIOGRAPHY5. TO FIND OUT MORE6. EVALUATION
6.1. Evaluable task (choose one option)6.2. Questionnaire (5 questions, 3 options and just one correct answer)
Common Module
LESSON 3
Authors: Javier Pérez Tejero, Carmen Ocete Calvo & Andrea Gutiérrez SuarezLENGTH: 30´
1. INTRODUCTION
In addition to acknowledging people’s disabilities, in inclusive contexts, it is also essential to foster communication with everyo-ne who is present, particularly participants with a disability. This is why this lesson was developed, based on chapter 15 of the same title by García-Abadía (2015) for the common module of the first cycle of the sports instructor training programme (Centro de En-señanzas Deportivas).
Access to certain environments, goods and services that ou-ght to be readily available to everyone in the community can be conditioned by a person’s difficulties in communicating, both in getting across and receiving information. It is important to know what factors should be considered in order to guarantee their participation on an equal footing with other people. Firstly, the following premises must be taken into account:
1. Pay attention to the person and not to their disability.
2. Speak directly to the person with the disability, not to their companion.
3. Treat adults like adults.
Communicative intervention strategies must be tailored to suit each individual person and each disability. In sport and physical activity, the communicative requirements of people with a disabili-ty mainly concern the transmission of information generally given
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orally, before, during and after a physical activity. Technology to boost communication can play an important role, and there are numerous tools that can facilitate communication and improve this group’s integration.
2. COMMUNICATION TECHNIQUES AND APPROA-CHES BY TYPES OF DISABILITIES
2.1. Visual impairments
In communication and interrelations with people with a visual impairment, the following guidelines should be taken into account, aimed at boosting personal autonomy, a good understanding of the tasks to be completed, safety and participation in them (adap-ted from CORMIN, 2013; in García-Abadía, 2016):
Speak slowly and clearly in a normal tone of voice. Do not shout or raise your voice.
Avoid words like “here”, “there”, “this” and “that”. It is better to use directional expressions like “on your left” or “behind you”. Sometimes, it can be useful to indicate an object by guiding their hand toward it, telling them first that you plan to do so.
Use the words “see” and “look” as you normally would. They should not be regarded as taboo words, since people with sight problems use them habitually in conversation.
Introduce yourself on your arrival and tell people when you are going.
If you see some kind of risk (a half-open door, an obstacle in someo-ne’s pathway), do not use exclamations that might make the other person anxious, like “watch out!” or “careful!”. Instead, use more informative ex-pressions, like “stop!”.
When you are accompanying someone in a place that is unfamiliar to them, describe what you are passing along the way.
Always ask before giving assistance–despite their sight problems, they might not need any help. When help is required on a one-off basis, provide the necessary assistance but not for any longer than necessary.
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When you are guiding a blind person, stand about one step ahead of them on the opposite side from the stick, if they have one, and offer them your arm. They will take it, just above the elbow. Your arm should be relaxed and natural. Do not stand behind the person or grasp their arm or stick and push them forward. Adapt your pace to theirs and to the place where you are so that they can walk with ease.
If you are in a narrow area or you are going through a door, move the arm that they are grasping back a little (so that it is level with your back) to indicate that you are about to pass through a narrow space or door.
If you have to go up/down stairs, steps or ramps, inform the person verbally that you are coming up to the said point. Approach the step or stairs perpendicularly. Halt briefly before starting to go up or down, and always go one step ahead of them. When you reach the top or bottom, halt again briefly to indicate that it is the end before moving on.
In the case of an escalator, when you reach the beginning of the escalator, guide their hand onto the rail and let them move onto it alone. Stand in front of them when going down and behind them when going up.
If the person with sight problems is accompanied by a guide dog, the dog is an aid for that person and they will handle it. Do not interact with the guide dog, and stand on the opposite side from the dog when moving or stopping.
About 20% of all people with impaired vision are completely blind, and so the greater majority can see something. It is important to know whether this is the case and to find out to what extent visual aids and de-monstrations might be necessary in a particular situation.
In learning activities in sport, verbal information must be given pre-ference over visual information, trying to use clear indications so that the person has a good idea of what is required. Kinaesthetic or tactile learning is another basic means of communication in order to understand move-ments, sequences of movements and positions in introductions to sport and physical education through touching or sensing.
Given all the above, in demonstrations, the person should be able to touch the instructor so as to follow the movement of the latter’s hands. Alternatively, the instructor can also move the student’s body as required
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to show them a particular movement.
Any actions should be verbally described so that the person knows what they have to do and what the others must do.
Prior familiarization will be needed with the place where the activity is held and any necessary objects.
When guidance or instructions are given to a person with impaired vi-sion, first address them by their name. Do not move around while relaying information to them.
As for the method that is used to transmit information, start with the specifics and move on to the more general so that they can understand the whole movement. Inform them of the outcome during and at the end of its execution. If they fail to grasp the concept behind the movement, another way of conveying it must be found.
During sports activities, if the person with impaired vision is familiar with the place where the activity takes place, they can be guided by the elbow so that their hands are left free to explore the environment and materials to be used and to foster interaction with the other participants.
In races, try to use guide tethers so as to ensure good coordination between the guide and the athlete with sight problems.
As for written systems of communication, special mention must be made of the Braille system for people with visual impair-ments. According to the dictionary of the Spanish Royal Academy (RAE), this is defined as “a writing system for the blind, consisting of embossed signs that can be read with the fingers.” The Braille alphabet, which is based on a series of embossed dots, can be used by people with sight impairments to read, write or use com-puters. Standard Braille is in cells of 6 embossed dots, while for computers, cells of 8 dots are used.
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Figure 1 & 2. Examples of how to guide someone with a visual impairment in everyday travel (left)
and in races using a guide tether.
2.2. Hearing impairments
When you are with someone who is deaf or someone who has a hearing loss, help must be given to complement or boost verbal systems of communication or to offer an alternative to them. For this purpose, the following points should be taken into considera-tion (adapted from CORMIN, 2013; in García-Abadía, 2016; Soto y Pérez-Tejero, 2014):
As with visual impairments, not everyone with a hearing impairment is deaf and so it is important to find out how much hearing they have, if any, before beginning an activity.
If they use a technical aid (a hearing aid, cochlear implant etc.), ask them whether they use it during sports activities.
Check first which system of communication they prefer (sign langua-ge, lip reading etc.).
Use visual support systems, diagrams, mind maps, summaries etc. to give them advance information about the activity to be performed (what) and its execution (how).
Do not talk to someone when they are not looking at you. Make sure you face them, with your face well-lit and close to them so that they can read your lips. When you speak, make sure that you have nothing in your
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lips or mouth and do not cover your face with your hands.
Warn the person when you want to talk to them, calling their attention with a discrete sign or light touch before starting to speak.
Place yourself on the same level, particularly when addressing chil-dren.
Use different visual aids to illustrate and back up your explanations (posters, graphics, different colours to identify and differentiate things).
Speak clearly without exaggerating or raising your voice. Always talk in a natural tone, not too fast and not too slowly.
If the person does not understand you, repeat the message. Refor-mulate the sentence in a different simpler but correct way, using words with a similar meaning.
Be expressive in your explanations and corrections. Use natural ges-tures as aids in communication, without overdoing it.
When you are walking with the person, it is better not to speak.
Learning activities should be organized in small groups or pairs. This facilitates communication and the model to follow.
Figures 3 & 4. Examples of visual information by the sports instructor, using colours (left, indicating the rings to jump into) or numbers (indicating the number of people in the group to be formed or the speed of travel).
When initial information is given about a learning activity, di-fferent visual aids should be used (posters, graphs, different co-lours to identify and differentiate things) and several examples and practical demonstrations should be given until the student
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understands what they have to do.
To overcome any difficulties that people with a hearing loss might have in understanding spoken messages, sign language can be used (now considered to be an official language in many countries). There is even International Sign.
Sign language is an alternative system to spoken communi-cation, using a non-vocal system of verbal language. It is a visual gesture-based language that takes advantage of the expressive-ness of the hands, face and body. Like oral languages, there is no universal version.
As an alternative or complementary method, people with hea-ring problems also often use lip reading, interpreting the lips and gestures of their interlocutor to understand the oral message they are conveying.
People with a hearing impairment also use bimodal commu-nication, where the message is expressed in two ways at the same time: orally (through lip-reading) and with signs, although the base language that determines the order of the sentence and syntax is the verbal language.
Lastly, finger-spelling is the representation of the letters that make up the alphabet, using the hands. Normally, this is used with sign language for nouns, proper nouns and certain words.
2.3. Physical disabilities
People with a physical disability can have associated disor-ders that affect their capacity to communicate. In interrelations with this group, the following factors should be taken into account (adapted from CORMIN, 2013; in García-Abadía, 2016):
When you are addressing someone, always stand facing them. If the conversation lasts for longer than a few minutes, place yourself on their level, crouching down or sitting in front of them.
Some people’s speech capacity will be affected and so they will be harder to understand. This is known as aphasia: a language disorder whe-re they are unable to communicate verbally, in writing or through mimicry
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or they have problems doing so due to brain damage.
Listen to them right through to the end, without hurrying them, even though you might guess what they want. Do not finish their sentences. If you have not understood them, tell them and listen again calmly and attentively without trying to guess what they mean.
When they have to listen to an explanation or watch something, put them in the first row so that other people do not block their vision or hinder their hearing.
Wait for them to ask before helping with a wheelchair. Help should only be provided when required.
Make sure that their wheelchair is properly positioned when you stop somewhere.
When passing through narrow spaces with a wheelchair, make sure their hands and feet do not bang against doors, walls etc.
To lift the wheelchair onto a step, place it facing the step so that the front wheels go up first. Stand behind the chair for safety reasons. To lower it down a step, put chair with its back to the step and lower the back wheels first. In this case, you should also stand behind the chair as a sa-fety precaution.
In the case of a ramp, the chair should go up it frontally. At the top, always check that it is past the slope. To go down a ramp, the chair should go backwards. Once it is at the bottom, check that it is properly positioned.
Depending on the injury, some people with a motor disability may have problems handling certain objects or garments. When they are hand-ling something, let them do it at their own pace, without interfering.
The people in this group with the most communication and language difficulties are people with cerebral palsy and cerebro-vascular injuries. This is not due to the existence of an intellec-tual disability. Augmentative and/or alternative communication systems boost the capacity of people who have problems com-municating verbally. In severe cases, when verbal expression is impossible, these systems replace it and so they are known as alternative communication systems.
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These systems are used with cerebral palsy and severe phy-sical disabilities and also with autism and hearing impairments when there are serious limitations in spoken language. In such cases, non-verbal language or communication systems are nee-ded that either replace verbal communication or boost their capa-city for communication, with spoken language acting as a support.
These systems include codified graphic systems and commu-nication boards (Figure 5), with a series of pre-arranged graphic signs or symbols that can facilitate communication in the event of severe problems. They are based on real objects, photos, ima-ges, letters, syllables, drawings or pictograms (Figure 6). Porta-ble communication devices use voice synthesis or voice recor-dings to reproduce a message that is keyed into it (Figure 7). In teaching and learning activities in sport, the sport instructor must make sure that the person has understood the activity before em-barking on it.
Figure 5. Examples of picture boards.
Figure 6. Example of pictograms.
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2.4. Intellectual disabilities
This term covers a huge spectrum of disorders. Consequent-ly, although these people might share some common features due to their cognitive limitations, they can have other widely diffe-ring characteristics. Despite possible difficulties in oral communi-cation, this does not mean that they are unable to communicate. If their verbal language is very limited, gestures can be used in some cases. The main principle is to use understandable langua-ge in keeping with their age and level of disability. Short, clear, simple sentences should be used, conveying messages in the most basic, easily understandable of ways.
Adapt your language to the person’s level. If they cannot communica-te verbally, explanations can be accompanied by graphic materials, signs and signals to facilitate comprehension. Comparisons, examples and me-aningful references for them are useful aids in communication.
Use positive language. Do not use abstract terms and avoid technical terminology.
Do not guess what the person wants to say. Fit in with their pace, giving them the opportunity to intervene, and respect their silences. Take their comments and proposals into consideration, without disparaging them.
Figure 7. Example of a portable communication device
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Try to ignore/not lend any importance to odd behaviour (e.g. utteran-ces, stereotypes, unusual gestures).
To aid their concentration, get them to stand close to you. They may have attention problems and become interested in things that nobody else notices.
In the event of a change of some kind, they should be informed in advance to help them adapt.
They might find it hard to understand the concept of time, and so it is important to make sure that they understand any such references (calen-dars etc.).
It is important to remember that some people with an intellectual disa-bility or developmental disorder do not like physical contact. As a general rule, take the same approach that you would with any other person.
These people like to have contact with others, even though they so-metimes have difficulty in interrelations.
One of the most widely used recent alternative communica-tion systems in Spain, particularly with ASD, other developmental problems or intellectual disabilities, is the Total Communication Signed Speech Programme by B. Schaeffer et al. (Schaeffer, Mu-sil & Kollinzas, 1980). This is a bimodal system, based on the simultaneous use of oral and sign language. One of its aims is to foster spontaneous output by children and so expressive aspects of language are mainly emphasized, as opposed to other systems that give greater importance to comprehension-related ones. On the website “Habla Signada”, more information and examples of this communication system can be found. In learning activities in sport, the following premises should be observed:
The information given by the coach should be simplified and specific, with basic instructions and frequent repetition for them to assimilate it, accompanied by the visualization of any action if possible.
Whenever possible, visual information should be replaced by verbal information and, if it is not understood, it should be conveyed in a different way.
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Sensory stimuli and interruptions should be kept to a minimum, and any materials that are not going to be used should be removed.
In training sessions, there should be a certain ritual to verbal instruc-tions to bolster the participants’ confidence and sense of security, both in terms of the content (standard sentences) and use of specific places.
It can be very helpful to use pictograms to explain tasks as backup for oral information.
It is important to check whether they have understood the task to be performed by asking them to demonstrate it instead of asking whether they have understood.
3. GATHERING INFORMATION ON THE CHARACTE-RISTICS OF ATHLETES WITH A DISABILITY
Sports professionals must be skilled at informing people with a disability about sports activities, using different means of com-munication, some of which are mentioned in this lesson. It is im-portant to find out the characteristics of each individual person so as to tailor the information that is given to them.
It is essential for this initial contact stage to be successful and for it to meet the person’s expectations. A global appraisal must be made of the said person, starting with any background history of physical or sporting activities, gathering information on their interests and expectations with regard to this new stage of physical activity. Special attention must be paid to any possible limitations or contraindications due to their disability. There are two basic types of appraisals–subjective and objective ones–and two different measurement techniques: quantitative and qualitati-ve techniques.
Objective appraisals based on quantitative techniques are used in schools (educational performance, identification of spe-cial educational needs etc.), in care (identifying the level of de-pendence, the disability level etc.), rehabilitation and in competi-tions (functional classifications in sport).
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Although our recommended type of appraisal does not exclu-de a measurement of their physical condition or motor develop-ment, it mainly focuses on getting to know the person, starting with their experiences and interests, and on offering guidance on a suitable sport. That is why we prefer to use more qualitative techniques and instruments, based on observation more than ex-perimentation.
One of the best related instruments is an interview. According to Blázquez (1990), “its success lies in creating a friendly atmos-phere, based on the student’s acceptance, trust and spontaneity. It is useful for gathering information in initial contact between the student and teacher and for gaining an insight into their beha-viour, attitudes and interests.”
Another key to a successful interview is its preparation by the person giving it, particularly when the objective is to offer gui-dance. It should be prepared by drawing up a document with the questions to be asked, where the answers can then be jotted down.
We suggest a semi-structured interview based on a series of pre-established questions. This does not mean that it should not be spontaneous or informal in style, since an atmosphere of nor-mality is vital in relations. The focal point of the interview must be the person and not the disability. Some considerations should be taken into account in preparing and giving interviews:
• Bear in mind the information you wish to gather and the objective of the interview.
• Formulate the questions so that you get the required information.
• Create a cordial atmosphere so that the interviewee’s answers are spontaneous.
• If you are unsure about the meaning of an answer or what was said, give the person a summary of your understanding of it to check for errors of interpretation.
• Start with the simplest questions to get over any initial tension, leaving the most difficult questions for the point when the conversation starts
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to flow.
• If you know in advance who you are going to interview, try to gain some prior information that might help during the interview.
• Try and anticipate whether you will need alternative communication systems or systems to replace oral language, and remember the re-commendations about treating people with a disability in a normal manner.
• It might be useful for a relative of the person with a disability to be pre-sent to help with communication at an emotional and communicative level.
Figure 8. Interviews are an ideal way of gathering information about the interests, needs and ex-pectations of people with a disability wishing to do a sport.
Examples of possible questions to ask at an interview are shown below:
What is your name and how old are you?
What communication tools or systems of communication do you pre-fer?
Why are you interested in doing (a particular sport)?
What physical activity or sports have you done before?
How often did you do them each week?
What competitive level did you reach (if applicable)? (local, regional, national etc.).
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What are your best experiences of physical education?
What types of adaptations have worked for you in the past (for exam-ple in P.E.) to help with sports activities?
How do you use your technical aid (if applicable) in sport? (in access to the facilities, during training, in competitions, the time needed to fit it, get it ready, use it etc.).
4. BIBLIOGRAPHY
Blazquez D. (1990). Evaluar en Educación Física. Barcelona: INDE
CORMIN-Regional Government of Navarre (2013). Guión manual buenas prácticas en la interacción con las personas con discapacidad.
García-Abadía, L. (2016). La comunicación con personas con discapacidad. Tema 15: Bloque común de formación de técnicos deportivos, ciclo inicial. Madrid: Centro Superior de Enseñanzas Deportivas (CESED), Higher Council for Sport (CSD).
Pérez-Tejero, J., Barba M., García L., Ocete C. & Coterón J., (2013). Deporte Inclusivo en la Escuela. Madrid: UPM, Sanitas Foundation, Psysport.
Sanz, D., & Reina, R. (Eds.). (2012). Actividades Físicas y Deporte Adaptados para personas con discapacidad. Badalona: Paidotribo.
Schaeffer, B., Musil, A. & Kollinzas, G. (1980). Total Commu-nication: A signed speech program or non-verbal children. Cham-paing. Illinois: Research Press.
Soto, J., & Pérez-Tejero, J. (2014). Estrategias para la inclu-sión de personas con discapacidad auditiva en educación física. Revista Española de Educación Física y Deportes, 406: 93-101.
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5. TO FIND OUT MORE
http://www.sematos.eu/index.html. A video-dictionary of the most commonly used signs.
http://spreadthesign.com. An app. with over 300,000 signs. An excellent self-learning tool for learning sign language and communicating with people with hearing impairments.
https://informaticaparaeducacionespecial.blogspot.com/ . A blog on the use of pictograms, materials and software for aug-mentative communication.
https://aulaabierta.arasaac.org/ . An augmentative and alter-native communication portal for the Aragon region, with endless different resources.
http://www.aulautista.com. A website specializing in technolo-gy for use with people with ASD.
http://www.aulautista.com/2009/03/15/comunicador-perso-nal-adaptable/ . The Adaptable Personal Communicator is an example of an app. for mobile phones, available for different pla-tforms.
https://www.soyvisual.org. A website that uses flashcards with illustrations and photographs to stimulate language and help peo-ple with communication needs.
https://hablasignada.divertic.org/ . The Benson Schaeffer To-tal Communication System, a technological tool in augmentative communication.
A basic self-learning course on relations and communica-tion with people who are blind or who have a visual impairment. ONCE. Available HERE
A blog on physical education by Blog Borja Abad, a P.E. tea-cher at a school for students with hearing losses. Available at http://borjaabadgalzacorta.blogspot.com.es/
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Videos of interest: lesson 3 in Spanish
“Discrimination or Respect”. Catalan Down Syndrome Foun-dation on inclusion. Available at https://www.youtube.com/wat-ch?v=2LGbN02uhiE
“Getting it wrong”. A new look at disabilities. Prevent Foun-dation. Available at https://www.youtube.com/watch?v=SBLiBLb-23ZA
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6.1. Evaluable answer (choose one option)
1. Choose a specific type of disability and describe at least three important methodological considerations to take into account to foster adequate communication.
2. Cite at least six questions to ask in interviews for people with a disability wishing to use your sports club’s ser-vices.
6.2. Questionnaire (5 questions, 3 options and just one correct answer)
1.- It is not correct to use the words “see” or “look” when communicating with a person with a visual impairment.
a) True.b) False.c) It depends on how much vision they still have.
2.- When you explain tasks and exercises to people with a hearing impairment, it is important:
a) To use visual backups (drawings, graphs, mind maps).b) To be very expressive during your explanations and corrections. c) Both the above answers are correct.
3.- Aphasia is usually found in people with a severe physical disability and it involves:
a) An incapacity to communicate through speech, wri-ting or mimicry or difficulty in doing so.b) An incapacity to use their technical aid properly in communication, or difficulty in doing so. c) An incapacity to understand oral messages, or diffi-culty in doing so.
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EVALUATION
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4.- Pictograms are an ideal support in communication with people with:
a) A severe physical disability.b) An intellectual disability.c) Both the above answers are correct.
5.- An interview with a person with a disability who is keen on doing a sports activity is an important tool in gaining an insight into their behaviour, attitudes and interests and so:
a) Always start by asking about the disability. b) It is fundamental to create a cordial atmosphere so that the interviewee answers spontaneously. c) Both the above answers are correct.
Unit 1. Disability. The Concept and CharacteristicsLesson 3. Communicating with People with a Disability
EVALUATION
Common Module
UNIT 2
THE INCORPORATION OF PEOPLE WITH A
DISABILITY IN SPORTDURATION: 3 HOURS
SPORT FOR PEOPLE WITH A DISABILITY
Common Module
LESSON 4
1. INTRODUCTION2.SPORT FOR PEOPLE WITH A DISABILITY: DIFFERENT EXAMPLES
2.1. Adapted sports2.2. Specific sports2.3. Paralympic sports2.4. Inclusive sports2.5. Badminton as a sport for people with a disability
3. DIFFERENT FIELDS WHERE SPORT FOR PEOPLE WITH A DISABILITY IS CONTEMPLATED
3.1. Medical care3.2. Education3.3. Leisure and recreation3.4. Fitness3.5. Competitions
4. DISTINGUISHING FEATURES OF SPORT FOR PEOPLE WITH A DISABILITY5. THE ORGANIZATIONAL FRAMEWORK OF SPORT FOR PEOPLE WITH A DISABILITY
5.1. At an international level5.2. In Spain
6. BIBLIOGRAPHY6.1. General
. Authors: Javier Pérez Tejero, Carmen Ocete Calvo & Andrea Gutiérrez SuarezLENGTH: 90´
6.2. In Spain7. TO FIND OUT MORE
7.1. In Spain8. EVALUATION
8.1. Evaluable task (choose one option)8.2. Questionnaire (5 questions, 3 options and only one correct answer)ario (5 preguntas, tres opciones y solo una es correc-ta)
1. INTRODUCTION
The aim of this lesson is to offer a general overview of sport for people with a disability, both at an international level and in the countries taking part in the B4all project, explaining what it consists of and how it is organized in terms of bodies, federations and the promotion of sport.
• Firstly, this lesson examines sport for people with a disa-bility from a terminological standpoint, looking at different examples of sport (adapted, specific, Paralympic and in-clusive sports).
• Secondly, a brief description is given of the different fields where physical sports activities for people with a disability are contemplated (medical care, education, recreation, fit-ness and competitions).
• Thirdly, it describes the concepts “minimum disability” and “functional classification” as distinguishing factors in sport for people with a disability and as basic features in the organization of sporting activities.
• Lastly, an outline is given of the organizational framework of sport for this group of people, both internationally and nationally, so as to determine which institutions play a key role in its development and organization.
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2. SPORT FOR PEOPLE WITH A DISABILITY: DIFFE-RENT EXAMPLES
Different examples can be found of sport for people with a disability, depending on the participants (the type of disability: adapted or specific sports), the type of sport (tennis, athletics etc.), the type of competition (Paralympic etc.) or the context (in-clusive or conventional models etc.). We start by taking a general look at each of them.
In Europe, there are an estimated 80 million people with a disability. This represents about 15% of the population, with the percentage fluctuating depending on the country or study that is consulted. According to estimations, people with reduced mobility represent over 40% of the population (European Union, 2014). However, disabled access to physical sports activities is far in-ferior to access by people without a disability. In Europe, about 50% of the general population do some sporting activity. Although there is no data for people with a disability, the corresponding percentage is estimated to be less than 2%. Given this situation, it is vital to promote sport and physical activity among this sector of the population due to the greater barriers that they encounter, despite their equal right to participation (see lesson 5).
Thus sport is a powerful tool in helping people with a disability to become involved in the community, with the existence of diffe-rent examples, such as “adapted”, “specific”, “Paralympic” and “inclusive” sports. It is important not to confuse them and so out-lined below is a brief summary of the characteristics of each one.
2.1. Adapted sports
This refers to sports that are specially adapted to suit people with a disability or to a particular health condition, either because certain adaptations and/or modifications have been made so that they can be played by a particular group or because the structure of the sport allows them to play it (Reina, 2010). Consequently, in some cases, certain features of conventional sports are modified for this purpose, while in others, a new version of a sport is crea-ted to suit the specific characteristics of a particular group with a disability. Normally, a sport is adapted by modifying:
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• The rules (for instance, by allowing double dribbles in whe-elchair basketball compared with the standing version).
• The materials (for instance, by using audible balls in sports for people with sight impairments).
• Tactical technical adaptations (based on the formal and functional requirements of the adapted sport).
• The sports facilities (aside from any general adaptations to guarantee universal accessibility, these adaptations tend to be specific to the type of sport, and they include tactile markings for court boundary lines in the case of sports like goalball or playing areas traced on the ground for goalball or boccia).
Basketball can be used as an illustration. Its characteristics can be adapted so that the sport can be played by people with a physical disability (in particular, disabilities affecting lower limbs) by using wheelchairs and hence transforming it into wheelchair basketball. This sport can also be played by people with an inte-llectual disability.
Foto 1. Baloncesto en silla de ruedas. Foto 2. Baloncesto para personas con disca-pacidad intelectual.
2.2. Specific sports
These sports are specifically designed for people with a par-ticular type of disability. They are not adaptations of other sports. For example, boccia or slalom are specifically designed for peo-ple with cerebral palsy or severe physical disabilities, while goal-ball is a specific sport for people with visual impairments.
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Photos 3 & 4. Boccia (right) and slalom (left), specific sports for people with cerebral palsy or severe physical disabilities.
Photo 5. Goalball, a specific sport for people with visual impairments.
2.3. Paralympic sports
The origins of sport for people with a disability and Paralym-pic sports have common roots, dating back to the late 1940s to Stoke Mandeville Hospital (in Great Britain), thanks to Sir Ludwig Guttmann, a rehab doctor and the director of this spinal injury treatment hospital for British soldiers wounded in the war. In the words of Pope John XXIII, Sir Ludwig Gutmann is considered to be the “Coubertin” of sport for people with a disability, because he was the first doctor to include physical activity and sport in reha-bilitation, in this case for spinal injuries. It was so successful that soon sporting activities began to be held in the hospital itself, with the organization of international competitions in the late 1950s. This then led to the creation of the International Stoke Mandeville Games Federation, (ISMGF), which would give rise to the Pa-ralympic movement. The first Paralympic Games were organized in Rome in 1960, although on that occasion only people with spi-nal injuries took part.
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Photos 6, 7, 8 and 9. Athletics (a race, top left; baseball, right) and wheelchair basketball (bottom left) Stoke Mandeville in the 1950s (Guttmann, 1976).
The Paralympic Games are currently the biggest international sporting event for people with a disability. They are held every four years in the same city as the Olympic Games (some days la-ter), with the participation of sportsmen and women with physical, visual and intellectual disabilities selected and sent by different national Paralympic committees.
There are also Summer and Winter Paralympic Games. “Pa-ralympic sports” are adapted or specific sports for people with disabilities chosen by the organizing body (the International Pa-ralympic Committee) for inclusion in the Paralympic Games. The-se sports can vary from one edition to the next.
For instance, badminton will be a Paralympic sport in 2020, because it has been included in the programme for the 2020 Tok-yo Paralympic Games, even though it has featured in the Olym-pic Games since the 1994 Barcelona games. In the same way that not all sports for people with a disability are included in the Paralympic Games, neither do people with a hearing impairment take part in them and, in most of the sports, neither do people with
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Photos 10 & 11. The inauguration of the 2016 Rio de Janeiro Paralympic Games (left) and the parade showing the Spanish Paralympic team at the 2012 London Paralympic Games (right).
Photos 12 & 13. Photos of Paralympic athletics events, showing the sport and audience levels.
Photo 14. Adapted skiing for people with a physical disability, also a current Paralym-pic sport.
Photo 15. Adapted 5-a-side football for people with visual impairments, also now a Paralymic sport.
an intellectual disability.
To gain an idea of the importance of the event, the Paralympic Games have achieved such a degree of excellence and wides-pread coverage that they are one of the world’s leading sports events, with the participation of over 4,000 sportsmen and wo-men and 160 countries and a cumulative audience of 4000 million people (Leardy, 2018).
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Photo 16. Adapted judo for people with a visual impairment, also now a Paralympic sport.
Photo 17. Adapted sailing for people with a phy-sical disability, no longer on the Paralympic pro-gramme after the 2016 Rio Games.
2.4. Inclusive sports
Inclusive sports are understood to be physical activities and sports that can be played jointly by people with and without a disability, adapting them to the players’ possibilities while still maintaining the sport’s original objective. They involve adjusting or adapting the rules and materials that are used in order to foster all the players’ real active participation. Inclusive sport is also an attitude to sport at all levels and, thanks to applied research, its benefits are known in terms of a raised awareness and knowled-ge of diversity and greater respect for it, in addition to the encou-ragement of healthy active lifestyles (Pérez-Tejero, 2013).
Inclusive sporting contexts are an ideal way of fostering nor-malization and access to sport for people with a disability under equal conditions and so they are a very useful tool in introduc-tions to sport and in training. Inclusive sports competitions can also be held, where people with and without a disability compete. Examples are the inclusive formats of the Spanish School-Age Championships (CESA), aimed at fostering joint competitions in the junior and cadet age categories. In 2019, the badminton CESA also incorporated inclusive matches with great success.
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Photo 18. The 2019 badminton CESA. Photo 19. An inclusive basketball display at the 3rd Inclusive Sport Week (Madrid, 2012).
2.5. Badminton as a sport
Different adapted versions of badminton have been develo-ped for groups with the same kind of disability, who train and/or compete together. Some examples are “para-badminton” for pla-yers with a physical disability; the Special Olympics international movement for players with an intellectual disability; and the De-aflympics system for people with hearing impairments. In these adapted versions, the players never train or compete with people without a disability and so, in the case of badminton, this is an example of integration as opposed to playing in real inclusive se-ttings (Badminton World Federation, 2018), with the exception of rare initiatives like the School-Age Championships in Spain in 2019.
Photos 20 & 21. Inclusive regional badminton competitions.
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Photo 22. International para-badminton competition.
3. DIFFERENT FIELDS WHERE SPORT FOR PEOPLE WITH A DISABILITY IS CONTEMPLATED
We take Ruiz (2007) as our reference and his summary of approaches to adapted physical activities (including adapted sport) to list the different fields where sport for people with disabi-lities is contemplated. The author summarizes each field from its most applicable standpoint; in his case, the specific training for the professionals who facilitate or promote these services, depen-ding on whether this is done from the perspective of education, recreation and leisure, therapy, fitness or sports competitions.
APPROACHES TO ADAPTED PHYSICAL ACTIVITIES
EDUCATION RECREATION COMPETITIONS THERAPY FITNESS
OTHER NAMES Training Leisure and free time
Top-level sports, elite level sports,
performance sports
Rehabilitation Fitness
PURPOSESTo foster
children’s global development
To entertain, have fun, libera-
ting activities
To foster the maximum deve-lopment of motor skills, comparing the outcome with
others
To achieve or regain a good state of health, or to maintain
functions.
To maintain an optimum level of physical fitness.
SETTING Schools
Clubs, associa-tions, municipal sports centres, private bodies
Sports clubs, federations
Clinic, hospital, health centre, municipal or
private sports centre
Gym, fitness centre
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Table 1. The different approaches to adapted physical activities (adapted from Ruiz, 2007). CA-FYD: B.A. in Physical Activity and Sports Sciences; TAFAD: Higher Vocational Training Certificate in Physical Activities & Sports Entertainment.
3.1. Medical care
The origins of sport for people with a disability, as we know it, can be traced back to a rehabilitation hospital, more specifi-cally for people with spinal injuries. At Stoke Mandeville hospi-tal (England), the cradle of disabled sport, Sir Ludwig Guttmann pioneered the use of physical sports activities in hospitals in the 1940s. The personal benefits of these practices soon became known in other countries. In its capacity as a care service for peo-ple with disabilities, the medical and healthcare sector must play a far more decisive role than it does today in fostering physical sports activities among the whole population and, more especia-lly, among people with a disability.
According to the same author, programmes to promote sport are a fundamental complementary process in comprehensive re-habilitation. These programmes are motivating social facilitators for people with a disability, allowing them to take part in a sporting activity that they may or may not have already done. The inclusion of physical activity programmes and adapted sports in long-stay, residential or outpatient health centres is an urgent need today, particularly in sub-acute and chronic phases of rehabilitation.
PROFESSIO-NALS
P.E. teachersCAFYD
CAFYDInstructors
Entertainers
Instructors, coachesCAFYD
PhysiotherapistsInstructors
CAFYD
CAFYDTAFAD, instruc-
tors
AIMED AT Students with special needs
CustomersUsers
ParticipantsAthletes,
sportsmen and women
Patients, custo-mers
Users, custo-mers
BODILY FOCUS Holistic Hedonistic
Mechanics-re-lated, top
performance, efficiency
Functional Hedonistic, functional
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Photo 23. Inclusive wheelchair rugby at the 2nd Inclusive Sport Week (Madrid, 2011).
Photo 24. Water activity for people with chronic acquired cerebral palsy. Sport for Acquired Cerebral Palsy, Spain.
3.2. Education
Attention to diversity, normalization and non-discrimination are all educational values that form part of an education system that is, in principle, sensitive to the peculiarities of its students. With the shift from the concept of a “special” student to that of a student “with special educational needs”, greater importance is now lent to the resources that are needed to guarantee educatio-nal achievements, based on students’ capacities as opposed to their limitations. In this case, we are referring to children whose special educational needs are due to a disability. The resources they need vary substantially, depending on the type of education centre they attend (special/conventional with or without extra su-pport), the type of disability and level, and the stage in the educa-tional process.
When it is duly acknowledged as a resource, physical educa-tion can be an ideal theoretical framework for fostering the active involvement of students with special needs (Arráez, 2008), bea-ring in mind that very often (and far more than we would like), these students come up against teaching staff with a lack of sui-table training, if not an actual unwillingness to work toward their inclusion (Villagra, 2008). The active participation of students with a disability in physical education classes is today considered to be a right and this has important implications in planning by tea-chers and for the said students’ non-disabled peers, given that this subject works on motor skills and provides motor experiences that are hard to acquire elsewhere.
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Photo 25. Inclusive physical education
Photo 26. Inclusive basketball in intro-ductions to the sport.
3.3. Leisure and recreation
In the case of leisure and recreational activities for people with a disability, issues concerning the accessibility of informa-tion, physical access, the specialist knowledge of the professio-nals in charge of activities, and the need for adapted materials are all important. These services are currently provided by as-sociations and clubs and not so much by sports federations. The role of specialist clubs, foundations and associations plays a far more decisive role and the boundaries between recreation and competition are blurred. Many activities on offer have nothing to do with regulated sports, but with active leisure, activities of diffe-ring levels in natural surroundings, and theatre or drama.
Photo 27. Active leisure for people with a disability (physical): blo-karting, using wind power.
Photo 28. Active leisure for people with a disabili-ty: inclusive dance
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Photos 29 & 30. Fitness activities for people with a disability: personal trainer (left) and aerobics to music (right).
3.4. Fitness
Keep-fit activities are very much in vogue in Western society, with an increasing demand by people with a disability, normally in order to stay fit or to improve their physical fitness. Interestingly, these activities are mainly being provided on an inclusive basis by sports centres, fitness centres and gymnasiums, with suitable adaptations in terms of access, the use of equipment, and profes-sional skills. Very often this service is supplied by municipal, local or regional sports services.
3.5. Competitions
Sports clubs and federations are the main bodies involved in the organization, development, promotion, and management of high-performance sports and training for them, including competi-tions featuring players with a disability. However, these organiza-tions can be very diverse in their nature and approach, since nor-mally they depend on an international federation. The latter can be a federation for a particular sport, a type of disability or else it might be a body like the International Paralympic Committee.
Very often these organizations forge links with bodies that represent groups with a disability (disabled associations), where they find the sportsmen and women who take part in their activi-ties. At a competitive level, sport is organized in a wide diversity of ways for people with a disability, and participation is conditional upon being able to account for or demonstrate that they have an impairment that prevents them from taking part in conventional
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4. DISTINGUISHING FEATURES OF SPORT FOR PEOPLE WITH A DISABILITY
One fundamental characteristic of adapted sport is the con-cept of a functional classification system (Tweedy & Vanlandewi-jck, 2011), whereby:
a) The sportsman or woman is classified, depending on their mobility in relation to a certain sport, so that they can compete with players of a similar capacity.
b) The sportsman or woman’s limitation must condition their specific performance in a given sport.
A person’s eligibility to play a sport must therefore be defined, determining what minimum limitation is required for people with a disability to compete in a certain sport, based on their “functional potential”. For instance, to be eligible to play wheelchair basket-ball, the players “must have a physical limitation that prevents them from being able to ‘run, pivot, or jump at speed and with the control, safety, stability, and endurance of a non-disabled player’ and have a permanent physical disability in the lower limbs that can be objectively verified by acknowledged medical or parame-dical investigations such as measurement, X-ray, CT, MRI, and so on.” (IWBF, 2014).
For those who meet these eligibility criteria, different functio-
Photos 31 & 32. Seated volleyball (left) and wheelchair rugby (right), two adapted sports with long traditions in the Paralympic Games.
sport. This is outlined further in the following points.
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nal classes will apply. One example is the case of a person with an amputated hand. They will be eligible for a sport like swimming (where their limitation conditions their performance) but not for long-distance athletics (marathons), where it does not influence their performance in the race.
The aim of a sport classification system is to allow each com-petitor to compete in fair circumstances alongside other sports-men and women with a similar capacity/limitation, regardless of the severity of their disability. These sport classification systems must also encourage the participation of people with a disability in competitive sports, and allow people with a severe disability and women with a disability to take part in sport. This is a controver-sial issue today. The recent trend is for the development of clas-sification systems based on functionality-related criteria applied to sport, and not so much on a medical classification of limita-tions so that performance is based on skills rather than limitations (Tweedy & Vanlandewijck, 2011). However, this type of classifi-cation system has had a detrimental effect on the participation of people with severe disabilities in top-level sports (DePauw & Gavron, 2005; Mendoza, 2009).
What is more, this system for organizing competitions has in-fluenced the change in the organizational framework of sport for people with a disability mentioned earlier, where the trend is now for top-level adapted sports to begin to come under the umbrella of their respective sports federation, as opposed to depending organically on a multi-sports federation that represents a certain group of disabilities.
In accordance with Tweedy & Vanlandewijck (2011), the ob-jective of any classification system in Paralympic sport is to pro-mote the participation of people with a disability in that sport by minimising the impact of impairment on the outcome of competi-tion. Hence these classification systems should: a) describe eli-gibility criteria in terms of the type and severity of impairment; b) describe methods for classifying eligible impairments for the said sport according to the extent of the activity limitation they cause. In accordance with this, our former amputee would be “eligible” to swim (where the impairment does impact on performance), but
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not to take part in long-distance athletics.
Each sport and each adapted version has its own functional classification system and so readers should consult the data for the sport in which they are interested. By way of an example, sportsmen and women with a visual impairment are classified into three big classes, depending on the level of vision loss (B1, B2 and B3, with B1 corresponding to full vision loss) and this classification system is applied to all the sports these people do (see photos 1 and 2). Certain team games are different, such as wheelchair basketball or rugby, where the player is classified in accordance with their mobility in the chair and in different planes of movement and technical actions (from 1 to 4.5 in the case of wheelchair basketball and from 0.5 to 3.5 in the case of wheel-chair rugby), with the coach not being able to exceed 14 points or 8 points respectively for each sport when the classifications are added up for the 5 or 4 players on court.
Lastly, adapted sports feature a figure that cannot be found in other sports: the “classifier”. This person is not a coach or re-feree, but a specialist in determining the minimum handicap and the functional classification for a sport, and classifiers assess and classify candidate players. The respective sports federations are in charge of introducing technical procedures for this figure, as with coaches and referees or umpires.
5. THE ORGANIZATIONAL FRAMEWORK OF SPORT FOR PEOPLE WITH A DISABILITY
5.1. At an international level
The emergence of sport for people with a disability in the mid 20th century was followed, at an international level, by the crea-tion and incorporation of different organizational frameworks that would govern the future of sport for this sector of the population. The development of these bodies has clearly contributed to the dissemination of sport for people with a disability at a world level. Five types of international organizational frameworks can be out-lined in connection with adapted sports. They are (see Figure 1):
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1. International multi-sport federations for people with a par-ticular type of disability, under the umbrella of the International Paralympic Committee (the IPC, created in 1992, following the 1992 Barcelona Paralympic Games), which send their sportsmen and women to the Paralympic Games. An outline is now given of their chronological origins:
• The now extinct International Stoke Mandeville Games Federation (ISMGF), created by Sir Ludwig Guttmann in 1952 for people with spinal injuries; the International Sport Organization for the Disabled for amputees; and the for-mer organization “Les Autres”. The last two organizations founded the International Wheelchair and Amputee Sport Federation (IWAS) in January 2004.
• The International Blind Sport Association (IBSA), which has promoted sport for people who are blind since 1981.
• The Cerebral Palsy International Sport and Recreation As-sociation (CP-ISRA), created in 1978.
• The International Sports Federation for Persons with an Intellectual Disability (INAS-FID), created in 1986.
2. Sports governed directly at an international level by the IPC. This functions as an international federation for adapted athletics (IPC Para Athletics) and adapted swimming (IPC Para Swimming), as well as winter sports on the Paralympic program-me. This is a distinguishing feature, which not does coincide with the role of the International Olympic Committee.
3. The International Committee of Sports for the Deaf (ICSD), created in 1924. Although it is recognized as an IPC, it does not send sportsmen and women who are deaf to the Paralympic Ga-mes and so, at an international level, they do not take part in these games but instead they have their own “Deaflympics”. The same is also true of the Special Olympics International, which does not send sportsmen and women to the Paralympic Games, but instead organizes the Special Olympics World Games every four years with a more participative objective than a competitive one.
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4. International federations for adapted sports for people with a specific disability. Examples are the International Wheelchair Basketball Federation (IWBF), the International Wheelchair Ru-gby Federation (IWRF), and the Boccia International Sport Fede-ration (BISFED).
5. International single-sport federations for conventional sports which either incorporate an adapted version or else crea-te it themselves. Since 2004, the IPC has gradually taken over sports involving two or more disabilities and international sports federations for people with a disability (point 2 above) which used to manage sports for players with a single disability. The Assem-bly has also urged the IPC’s Executive Committee to ensure that any sports that can come under the umbrella of international sin-gle-sport federations take firm steps to do so (Jofre, 2010).
For this reason, the integration of adapted sports at an inter-national level began to be mirrored nationally in a process that is often rather complex, given the development of adapted sports by multi-sport federations. The types of sports that have been transferred from international sport federations for people with a disability to international sport federations are:
• Cycling (UCI – Union Cycliste Internationale)
• Tennis (ITF - International Tennis Federation)
• Curling (WCF- World Curling Federation)
• Horse-riding (FEI – International Equestrian Federation)
• Rowing (FISA – International Rowing Federation)
• Table tennis (ITTF - International Table Tennis Federation)
• Archery (FITA – Fédération Internacional de Tir á l’Arc)
• Sailing (IFDS attached to the IFS – International Founda-tion of Disabled Sailing attached to the International Fede-ration of Sailing)
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Figure 1. The international organizational framework governing competitive sports for people with a disability, indicating the five types outlined above (corresponding to the numbers of the points in the text).
At the same time, there are versions of sports that do not depend on the IPC, because international federations are proce-eding to create adapted formats under their own umbrella; that is, in this case, the adapted version is created within an international single-sport federation:
• Triathlon (ITU- International Triathlon Union)
• Rowing (FISA – International Rowing Federation)
• Badminton
• Handball
• Canoeing (ICF – International Canoe Federation)
• Taekwondo (ITF – International Taekwondo Federation)
• Underwater activities (CMAS – Confederation Mondiale des Activités Subacuatiques)
• Karate
• Surfing
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5.2. In Spain
At a national level, in accordance with the 1990 Spanish Sports Act, a distinction can be made between single-sport fede-rations (for one type of conventional sport) and multi-sport fede-rations (encompassing more than one type and offering their ser-vices to people with a disability). In Spain, the sports federations for people with a disability are:
• The Federación Española de Deportes de Personas con Discapacidad Física (the FEDDF or Spanish Federation of Sports for People with a Physical Disability).
• The Federación Española de Deportes para Ciegos (the FEDC or Spanish Federation of Sports for the Blind).
• The Federación Española de Deportes para Personas con Discapacidad Intelectual (the FEDDI or Spanish Federation of Sports for People with an Intellectual Disability).
• The Federación Española de Deportes para Sordos (the FEDS or Spanish Federation of Sports for the Deaf).
• The Federación Española de Deportes para Personas con Parálisis Cerebral y daño Cerebral (the FEDPC or Spanish Fede-ration of Sports for People with Cerebral Palsy and Brain Dama-ge).
Through their statutes, all the above have authority to orga-nize competitions, promote sport, and train technical sports pro-fessionals, and all of them are represented on the Spanish Pa-ralympic Committee (the CPE), which collaborates very actively with them in all senses, particularly in the management and pre-paration of top-level competitions; that is, continental and world championships of the different specialities and, needless to say, Spanish representation in the Paralympic Games.
Due to the gradual process that has been taking place over the last two decades in sport for people with a disability at a na-tional and international level, there are now 16 Spanish sports fe-derations (for single sports) that have incorporated the version of the sport played by people with a disability. They are the Spanish
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Federations of Badminton, Dance Sport, Cycling, Golf, Horse-ri-ding, Karate, Mountaineering and Climbing, Canoeing, Rowing, Taekwondo, Tennis (in a wheelchair), Table Tennis, Archery, Tria-thlon, Sailing and Surfing. These federations send sportsmen and women to the Paralympic Games if the adapted sport is included in the programme.
As for the number of sportsmen and women with a disability who have a federation licence, if we look at all the recent sta-tistics at our disposal (those provided by the Higher Council for Sport, or CSD according to its Spanish acronym, on the number of membership licences held in sports federations for groups with a disability in 2016 and licences held in single-sport federations with an adapted version of the sport in 2018), 12,989 people with a disability hold a federation membership licence in Spain.
Figure 2. The organizational framework governing competition sports for people with a disability in Spain.
When a comparison is made of data on the number of sports licenses, 7.5% of the number of sports licenses, 7.5% of the ge-neral population have a federation license, with 3,502,000 fede-rated sportsmen and women (MECD, 2016) in 2015 out of a total population of 46,449,874 people (INE, 2018). The corresponding percentage for people with a disability is 0.32%, since there are only 12,989 sports licenses out of a total of 4,117,300 people with
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a disability in Spain (Pérez-Tejero & Ocete, 2018). In the light of this data, people with a disability have a clear lack of access to competition sports in Spain, and so means of access and ways of promoting sport must be found that boost their access to sport through all the fields described above.
6. BIBLIOGRAPHY
6.1. General
Arráez, J.M. (2008). Integración/inclusión en educación física escolar. In Pérez (coord.) Discapacidad, calidad de vida y activi-dad físico deportiva: la situación actual mirando hacia el futuro. Training plan. Madrid region (pages 311-323).
DePauw, K.P. & Gavron S.J. (2005). Disability sport (2nd ed.). Champaign, IL: Human Kinetics.
IWBF (2014). Official player classification manual. Available on https://iwbf.org/wp-content/uploads/2017/09/CLASSIFICA-TION-MANUAL-2014-2018-ENGLISH-FINAL.pdf
Jofre, A. (2010). El proceso de inclusión del deporte adapta-do en las estructuras deportivas ordinarias. Talk at the seminar “El deporte y la AFA como plataforma hacia la vida independien-te”; CRE Discapacidad y dependencia San Andés de Rabanedo, León.
Mendoza, N. (2009). El reto de la integración de deportistas con gran discapacidad. En J. Pérez & D. Sanz (Eds.), Minutes of the 1st National Conference on Adapted Sport. Toledo: Higher Council for Sport & Spanish Paralympic Committee.
Pérez-Tejero, J. (Ed.). (2013). El Centro de Estudios sobre Deporte Inclusivo: cuatro años de fomento del deporte inclusi-vo a nivel práctico, académico y científico. Serie de Cuadernos del CEDI 1. Madrid: Universidad Politécnica de Madrid, Sanitas Foundation & Psysport.
Tweedy, S.M. & Vanlandewijck, Y. (2011). International Pa-ralympic Committee position stand-background and scientific
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principles of classification in Paralympic Sport. Br J Sports Med, 45: 259-269.
European Union (2014). Opinion of the Committee of the Re-gions - «Disability, Sport and Leisure», approved in Brussels on November 29th 2013. Available on https://eur-lex.europa.eu/le-gal-content/ES/TXT/?uri=CELEX%3A52013IR3952
Villagra, H.A. (2008). El papel de la escuela y de la Educación Física para los alumnos con discapacidad. In Pérez (coord.) Dis-capacidad, calidad de vida y actividad físico deportiva: la situa-ción actual mirando hacia el futuro. Training plan. Madrid region, pp 63-110.
6.2. In Spain
Leardy, L., Mendoza, N., Reina, R., Sanz, D. & Pérez-Tejero, J. (Coords) (2018) El Libro Blanco del Deporte para Personas con Discapacidad en España. Madrid: Spanish Paralympic Com-mittee, Once Foundation & State Committee of Representatives of People with a Disability. Available at https://www.cermi.es/es/colecciones/libro-blanco-de-deporte-de-personas-con-discapaci-dad-en-espa%C3%B1a
Pérez-Tejero, J. & Ocete, C. (2018). Personas con discapaci-dad y práctica deportiva en España. In Leardy, L., Mendoza, N., Reina, R., Sanz., D., Pérez-Tejero, J. (Coords) El Libro Blanco del Deporte para Personas con Discapacidad en España. Ma-drid: CERMI, Spanish Paralympic Committee, Once Foundation.
Spanish Ministry for Education, Culture & Sport. (MECD, 2016). 2016 Sporting Statistics.
Spanish Sports Act 10/1990 of October 15th. Spanish Official Gazette (BOE) no. 249, of October 17th. Last amended: June 21st 2013. Available at https://www.boe.es/eli/es/l/1990/10/15/10/con
Spanish Statistics Institute (2008). Survey on Disability, Per-sonal Autonomy & Situations of Dependence (EDAD). Boletín in-formativo del Instituto Nacional de Estadística, 10.
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Spanish Statistics Institute (INE, 2018). Spanish demogra-phic statistics for 2015. Available at www.ine.es
7. TO FIND OUT MORE
7.1. In Spain
“Fundación Sanitas” Chair on Inclusive Sport Studies (CEDI). www.deporteinclusivo.com
Chamartin Badminton Club. www.clubbadcham.com
Spanish Paralympic Committee. Available at: www.paralimpi-cos.es
Spanish Badminton Federation. www.badminton.es
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8.1. Evaluable task (choose one option)
Briefly describe the situation of sport for people with a disability in your country, commenting on the level of inte-gration of sports for this sector of the population in conven-tional organizational sporting frameworks, and try to find the number of people with a disability who play badminton in your country.
8.2. Questionnaire (5 questions, 3 options and just one correct answer)
1.- Sport for people with a disability as we know it first emer-ged at/on:
a) A hospital.b) A court.c) A specific training centre for these people.
2.- Paralympic sports are:
a) All sports played by people with a disability. b) Those included in the Paralympic Games program-me. c) Adapted and specific sports.
3.- Inclusive sport is:
a) Joint participation in sport by people with and without a disability. b) Sports activities included on the programme of sports centres. c) Neither of the above is right.
4.- Sports for people with hearing impairments are included on the programme of the Paralympic Games.
a) True.
EVALUATION
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b) False. c) Neither of the above.
5.- Inclusive badminton is:
a) A Paralympic sport.b) Joint participation in badminton, at any level, by peo-ple with and without a disability. c) An adapted sport.
EVALUATION
UniT 2. The Incorporation of People with a Disability in SportLesson 4. Sport for People with a Disability
THE RIGHT OF DISABLED INDIVIDUALS TO PARTICIPATE IN SPORT
Common Module
LESSON 5
1. INTRODUCTION2. LEGAL FRAMEWORK AT A WORLDWIDE LEVEL
2.1. UN Convention on the Rights of Persons with Disabi-lities2.2. World Report on Disability
3. REGULATORY FRAMEWORK IN THE EUROPEAN UNION
3.1. Policy Statement on the New European Sports Char-ter (1992)3.2. White Paper on Sport (2007)3.3. European Disability Strategy 2010 -20203.4. Opinion by the European Committee of the Regions on “Disability, Sport and Leisure”
4. LEGAL FRAMEWORK OF THE BADMINTON FEDERA-TION COUNTRIES INVOLVED THE B4ALL PROJECT
4.1. In Spain5. BIBLIOGRAPHY
5.1. In Spain6. TO FIND OUT MORE7. EVALUATION
7.1. Assessment task7.2. Questionnaire
Authors: José Luis Hernández Vázquez & Javier Pérez TejeroLENGTH: 40´
1. INTRODUCTION
The aim of this lesson is to offer an insight into the legislation that regulates the right of disabled people to participate in sport. For this purpose, an overview will be made of salient legislation as key elements in disability inclusion in sport: on the one hand, legislation at a worldwide level; on the other, European Union legislation; and finally, national legislation and, in this case, the laws pertaining to the countries whose badminton federations are members of the B4ALL project. To sum up, an overview will be given of:
Figure 1. Different levels analysed in lesson 5.
In the management of sports bodies or associations or cen-tres that organize sporting activities on a continuous basis, de-cisions must often be taken by the management and technical team in order to deal with new challenges and the need for new skills to overcome them.
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One of these challenges–in compliance with international, European and national agreements and declarations–is to faci-litate access to sport for disability sufferers so as to guarantee their full participation in sporting activities. This challenge must be undertaken with full personal conviction and with at least a general awareness of the legal framework governing the rights of disabled individuals, since in this way well-grounded relevant measures can be taken.
In order to tackle the singular challenge of organizing activi-ties in accordance with a “mixed-ability sports model”, a minimum knowledge is needed of the legislation on which disability inclu-sion in sport is based. Hence, all staff in management or technical posts at sports bodies must be particularly active in facilitating inclusion in sport, putting initiatives into practice and making their experiences clearly known to other sports bodies and also to all people with or without a disability, since it is they and their families and social circles that must understand the benefits of disability inclusion in sport.
2. LEGAL FRAMEWORK AT A WORLDWIDE LEVEL
At this legislative level, the most salient documents are ones published by the United Nations and World Health Organization. In chronological order, the following can be highlighted:
- Declaration on the Rights of Mentally Retarded Persons (December 20th 1971).
- Declaration on the Rights of Disabled Persons, United Na-tions (December 9th 1975).
- The Principles for the Protection of Persons with Mental Illness and the Improvement of Mental Health Care (December 17th 1991).
- Standard Rules on the Equalization of Opportunities for Persons with Disabilities (December 20th 1993).
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Given their validity and interest appeal due to their repercus-sions on member countries, we will focus on the most recent ones to be published. These are fundamental, given their impact on the legislation of member countries:
- Convention on the Rights of Persons with Disabilities (Uni-ted Nations, 2006).
- World Report on Disability (WHO, 2011).
Convention on the Rights of Personswith Disabilities.
World Report on Disability by the World Health Organization and World Bank.
Figure 2. Convention on the Rights of Persons with Disabilities (UN, 2006) and World Report on Disability (WHO, 2011).
2.1 United Nations Convention on the Rights of Persons with Disabilities
In the Convention on the Rights of Persons with Disabilities (2006), attention must be drawn to point 5 of article 30, with its key specific references to facilitating access to sport.
Article 30. Participation in cultural life, recreation, leisure and sport
5. With a view to enabling persons with disabilities to parti-cipate on an equal basis with others in recreational, leisure and sporting activities, States Parties shall take appropriate measu-res:
(a) To encourage and promote the participation, to the fullest ex-tent possible, of persons with disabilities in mainstream sporting activities at all levels;
(b) To ensure that persons with disabilities have an opportunity to organize, develop and participate in disability-specific sporting and re-creational activities and, to this end, encourage the provision, on an equal basis with others, of appropriate instruction, training and resources;
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(c) To ensure that persons with disabilities have access to spor-ting, recreational and tourism venues;
(d) To ensure that children with disabilities have equal access with other children to participation in play, recreation and leisure and spor-ting activities, including those activities in the school system;
(e) To ensure that persons with disabilities have access to servi-ces from those involved in the organization of recreational, tourism, leisu-re and sporting activities.
Most countries in the world have ratified this convention in their parliaments. To read the full text of the declaration in diffe-rent languages, click HERE.
2.2. World Report on Disability the World Bank Group was published on 9 June 2011 with the aim of giving infor-mation on disability and providing data to the public admi-nistrations to help them build policies
The World Report on Disability of WHO and of and programs aimed at improving the quality life of disabled individuals, thus enabling the im-plementation of said Convention on the Right of Disabled Individuals, of May 2008.
We advise you to read chapter 9 “The way forward: recommendations” (10 pages) and the “summary of the re-port” (27 pages), which contains all the recommendations of interest to peo-ple wishing to understand and put into practice sports activities with disabled people. Both are available HERE. For further information, you can find the full text of the World Health Organiza-tion and World Bank’s World Report on Disability (2011) HERE.
Figura 3. Informe mundial de la discapacidad (OMS, 2011)
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3. REGULATORY FRAMEWORK IN THE EUROPEAN UNION
Within the scope of the European Union, we will focus on spe-cific regulatory mechanisms on participation in sport by disabled people. The European Sport for all Charter (1975) was renewed and replaced by the European Sports Charter, approved by the committee of European ministers responsible for sport at the 7th conference, held in Rhodes on May 14th and 15th 1992.
The EC White Paper on Sport of July 11th 2007, presented by the European Commission to the Council, European Parlia-ment, European Committee of the Regions and European Social and Economic Committee, is the first global initiative on sport un-dertaken by the European Commission, aimed at trying to provide strategic guidelines on the role of sport in the EU in terms of its social role, economic dimension and the organization of sport as relevant aspects of differing EU policies.
The EU ratified the UN Convention on the Rights of Per-sons with Disabilities, the first supranational organization with legal personality to do so (December 23rd 2010) although it did not ratify its Optional Protocol. Finally, the EU adopted the Eu-ropean Disability Strategy 2010-2020, and the Progress Report on the Implementation of the European Disability Strategy, 2010 – 2020, was published in February 2017.
Figure 4. European Sports Charter, EC White Paper on Sport, and the European Disability Stra-tegy 2010-2020.
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3.1. Policy statement on the new European Sports Char-ter (1992)
The European Sports Charter contains a series of guidelines so that member states of the Council of Europe can perfect exis-ting legislation and other policies and develop a global framework for sport. In it, there is an express reference to social inclusion through sport so that, among other collectives, disabled indivi-duals can take advantage of these opportunities in an effective way.
Article 4. Facilities and Activities
2. Measures shall be taken to ensure that all citizens have oppor-tunities to take part in sport and, where necessary, additional measures shall be taken aimed at enabling both young gifted people, as well as di-sadvantaged or disabled individuals or groups to be able to exercise such opportunities effectively.
4. Appropriate steps should be taken by the owners of sports facilities to enable disadvantaged persons including those with physical or mental disabilities to have access to such facilities.
3.2. White Paper on Sport (2007)
The contents of the white paper are summarized in the intro-duction. This states that the white paper “focuses on the societal role of sport, its economic dimension and its organisation in Eu-rope, and on the follow-up that will be given to this initiative. Con-crete proposals for further EU action are brought together in an Action Plan named after Pierre de Coubertin”. More particularly, the Commission tried to use the white paper to:
• Guarantee that the sport dimension is fully reflected in all areas of EU policy;
• Increase legal clarity as regards the application of the EU’s aquis to sport and thereby help to improve sports governance in the EU.
You can see the full text of the white paper HERE.
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It is important to highlight the fact that point 2 “The societal role of sport” states:
2.5. Using the potential of sport for social inclusion, integration and equal opportunities
15) The Commission will suggest to Member States that the PRO-GRESS programme and the Lifelong Learning, Youth in Action and Eu-rope for Citizens programmes support actions promoting social inclusion through sport and combating discrimination in sport.
Member States and local authorities must ensure their sport infrastructures and venues are accessible for disabled individuals.
Specific criteria should be adopted for ensuring equal access to sport for all pupils, and specifically for children with disabilities so that they can access sport with equal conditions.
In clubs and organizations, training of monitors, volunteers and host staff of clubs and organisations for the purpose of welcoming disabled individuals will be promoted. In its consultations with sport stakeholders, the Commission takes special care to maintain a dialogue with represen-tatives of sportspeople individuals.
16) The Commission, in its Action Plan on the European Union Disability Strategy, will take into account the importance of sport for disa-bled people and will support Member State actions in this field.
3.3. European Disability Strategy 2010 -2020
Together with the White Paper on Sport, the Council adopted a Work Plan for 2014-2017, now updated by a new EU Work Plan for Sport for the period July 2017 to December 2020. Already contemplated in the 2014-2017 Work Plan was a series of me-asures that included “improving social inclusion and integration through sport, using EU programmes and resources”, reflected in the EACA call for proposals in the Erasmus* Sport programme.
For a summary of the objective and contents of the European Disability Strategy, click HERE. For a summary of the objective and contents of the 2017 Progress Report on the Implementa-tion of the European Disability Strategy, click HERE.
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Figure 5. Presentation of the European Disability Strategy (WHO, 2011)
3.4. Opinion by the European Committee of the Regions on “Disability, Sport and Leisure” (2014)
This recommendation strikes us as particularly interesting and up to date. The full text is available in different languages HERE. Although it is not legislation as such, it does urge countries to adopt a series of measures to facilitate disabled people’s access to sport and leisure. We draw particular attention to recommen-dations 1, 2, 5, 28 and 34 for their clarity and inclusive approach. They state:
1. Draws attention to the fact that the estimated number of disabled individuals in the EU is around 80 million persons, which means approxi-mately 15% of the population. People with reduced mobility are estimated to represent more than 40%;
2. Stresses that considering the higher risk of disability at older ages and the global increase in chronic health conditions, the number of disa-bled individuals may increase. Hence, European regions will face further challenges in the future;
5. Recognises the value and importance of physical activity and sport for disabled individuals and the fact that it can make an effective contri-bution to achieving the EU’s strategic goals, including the Europe 2020 objectives. Substantial progress has been made in adaptive sport and sport for disabled individuals in the last few years. The most recent exam-ple was the London 2012 Paralympic Games, with the media going out of their way to cover and promote the Paralympic movement;
27. Notes that sport for disabled individuals must not sit aside the
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mainstream sport system, and that mainstreaming, which is the sharing of responsibility for sports for disabled individuals with mainstream sport organisations, already seems to be a key policy aim. Hence, it must be as-sured that the inclusion of sport for disabled individuals progresses within mainstream sport and that the different organizational patterns, formulas and structures may be used in parallel according to the actual capacities of the disabled individuals and with a view to including them;
28. Facilitating the inclusion of disabled individuals in sport should be the responsibility of the individual sports federation for each particular branch or speciality, liaising with, and with due regard for the role of, the sports federations working primarily with disabled individuals, the vital role of which in this field must be consolidated;
34. Stresses that all pupils should have access to physical and sports education and that no disability should be a barrier to inclusion in school sport programmes. PE at schools is where young people often get their first taste of and develop a passion for sports; youngsters with a disability are no different. In addition, the school sport environment provides the opportunity to educate pupils without a disability and makes them awa-re of the abilities of their class mates. In this regard, the introduction of ‘inclusive sports programmes’ shall be especially supported. The idea of reverse integration, meaning the inclusion of young sportsmen and wo-men without a disability within sports for disabled individuals, constitutes a good example to change attitudes towards the abilities of fellow parti-cipants. Similarly, initiatives such as mixed ability sport are to be suppor-ted and developed. To reach this goal, specific education and training for teachers in education centres, particularly PE teachers is essential, as is providing parents of disabled children with access to information on the various sporting activities available;
4. LEGAL FRAMEWORK OF THE BADMINTON FE-DERATION COUNTRIES INVOLVED IN THE B4ALL PROJECT
In this section, information is provided on the regulations and legislation in each of the badminton federation countries taking part in the B4ALL project, and so it is important to read and be-come familiar with the legislation of the country corresponding to
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each individual person.
4.1. In Spain
a) The Spanish Constitution includes disability sufferers in general terms (equality, freedom, dignity and non-discrimination, articles 9.2, 10.1 and 14) and from the perspective of healthcare protection, physical education and sport (art.43), with particular attention to disabled people in article 49:
In chapter 3 “Principles governing economic and social poli-cies”, article 49 states:
- The public authorities shall draft policies in the fields of social wel-fare, treatment, rehabilitation and integration for people with physical, sensory and mental handicaps, providing them with the specialist care they require and affording them special protection for the enjoyment of the rights granted in this section to all citizens.
As for up-to-date specific legislation concerning disability su-fferers, the following examples must be highlighted:
- Act 51/2003 of December 2nd on Equal Opportunities, Non-Dis-crimination and Universal Access by Disabled individuals. Spanish Official Gazette (BOE) no. 289 of December 3rd.
- Ratification instrument of November 23rd 2007, published in Spa-nish Official Gazette (BOE) no. 96 of April 21st 2008, of the Convention on the Rights of Persons with Disabilities drafted in New York on De-cember 13th 2006 by the UN General Assembly.
- Act 27/2007 of October 23rd by virtue of which Spanish sign languages are recognized and means of support are regulated for oral communication by the deaf, hard of hearing, and blind and deaf. Spanish Official Gazette (BOE) no. 255 of October 24th.
- Act 49/2007 of December 26th on Offenses and Sanctions in Matters Concerning Equal Opportunities, Non-Discrimination and Universal Access for Disabled individuals.
- Act 26/2011 of August 1st on Legal Adaptations for Complian-ce with the International Convention on the Rights of Persons with Disabilities. Spanish Official Gazette (BOE) no. 184 of 02/08/2011.
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- Final 5th provision. Amendments to Act 26/2011 of August 1st on Legal Adaptations for Compliance with the International Convention of the Rights of Persons with Disabilities (Act 12/2012 of December 26th on Urgent Measures for the Liberalization of Trade and Certain Services. Spanish Official Gazette (BOE) no. 311 of December 27th). Amending 19 laws and giving rise to Royal Decree 1276/2911 on Legal Adaptations for Compliance with the International Convention on the Rights of Persons with Disabilities and Royal Decree 422/2011, by virtue of which the Regu-lation on Basic Conditions for Disabled Persons’ Participation in Political Life and Electoral Processes is approved.
- Royal Legislative Decree 1/2013 of November 29th, by virtue of which the amended text of the General Act on the Rights of Persons with Disabilities and their Social Inclusion is approved. Spanish Official Gazet-te (BOE) no. 289 of December 2013.
- Spanish Disability Strategy 2014-2020 by the Ministry for Health, Equality and Social Policy.
Figure 6. Spanish Disability Strategy (Ministry for Health, Equality and Social Policy, 2012 - 2020).
b) En cuanto a la legislación en educación la Ley Orgáni-cab) As for legislation on education, Organic Act 10/2002 of December 23rd on the Quality of Education (Spanish Official Gazette (BOE) no. 307 of December 24th) included equal oppor-tunities for special education, continuing on from the Organic Act on the General Regulation of the Education System (LOGSE). Meanwhile, the Organic Education Act 2/2006 of May 3rd (Spa-nish Official Gazette (BOE) no. of May 4th 2006) went further into depth in matters concerning inclusive education, anticipating the
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implementation of international guidelines and offering a respon-se to the principles of quality and equity and to the need to equip education centres to make inclusion a reality. The Spanish acron-ym ANEE (referring to students with special educational needs) was renamed ANEAE (students with specific educational support needs). Subsequently, Organic Act 8/2013 of December 9th on Improvements to the Quality of Education (Spanish Official Gazette (BOE) no. 295 of December 10th) insisted on the goals of promoting people’s full personal and professional development.
c) Within the framework of Spanish legislation on sport, the consolidated text of Act 10/1990 of October 15th on Sport (Spanish Official Gazette (BOE) no. 249 of October 17th 1990) (last amended June 21st 2013) states:
Article 4. 2. It is incumbent upon the State authorities to promo-te sport by people with physical, sensory, mental and mixed disabili-ties in order to contribute to their full social integration.
Article 70. 2. The sports facilities referred to in the previous point must be accessible, without barriers or obstacles that hinder the free movement of people with a physical disability or of an ad-vanced age. Likewise, the interiors of sports centres must contain the necessary fittings and equipment for their normal use by these people, whenever permitted by the sport for which these facilities are designed.
d) In chapter 1, section 1, on the regulatory system (1.5), Ro-yal Decree 1835/1991 of December 20th on Spanish Sports Federations and the Register of Sports Associations states that “a Spanish federation may only exist for each type of sport, except for state multi-sports federations devoted to fostering and organizing cumulative participation in different types of sports, with the integration of sportsmen and women with physical, men-tal, sensory and mixed handicaps (now disabilities). These fede-rations are the following:
• Spanish Federation of Sport for the Physically Handica-pped (today, the Spanish Federation of Sport for People with a Physical Disability, with the acronym FEDDF).
• Spanish Federation of Sport for the Mentally Handicapped
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(today, the Spanish Federation of Sport for People with an Intellectual Disability, with the acronym FEDDI).
• Spanish Federation of Sport for the Blind (with the acron-ym FEDC).
• Spanish Federation of Sport for Cerebral Paralysis Suffe-rers (today, the Spanish Federation of Sport for People with Cerebral Palsy, with the acronym FEDPC).
• Spanish Federation of Sport for the Deaf, (with the acron-ym FEDS).
And any other that might be created, bearing in mind inter-national criteria on the subject, following authorization by the Management Committee of the Higher Council for Sport.
e) Royal Decree 1363/2007 of October 24th by virtue of which the general regulatory framework for the special sys-tem of sport education is established. This determines that disabled individuals shall have access to education in the field of sport under the same conditions as other students and that the competent authorities shall be obliged to make the necessary re-asonable adjustments to ensure that this access does not involve unjustified restrictions contrary to the principle of equal opportuni-ties. For this purpose, it states that to guarantee the effectiveness of the training and subsequent exercise of the professional skills inherent in an educational qualification, the competent authorities shall set up the necessary mechanisms, including expert con-sultants or requests for reports, so that the assessment board in charge of special admission exams can assess whether a stu-dent’s disability level and associated limitations will still allow that person to take advantage of the chosen educational programme, learn the corresponding skills for that cycle of education and carry out the said profession.
Within a regional context in Spain, where authority over ma-tters concerning sport has been devolved to its regional govern-ments, generally speaking the regions follow a model based on the state act, although they have drafted legislation creating spe-cific federations by types of sports for disability sufferers or else
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a single federation that groups together all disabilities and their respective types of sports. This legislation can be seen in section f) below.
To culminate all the above, in accordance with the guideli-nes of the Higher Council for Sport, on March 21st 2015, at an extraordinary General Assembly of the Spanish Badminton Fe-deration –the FESBA according to its Spanish acronym-, the amendment of its Statutes was approved to include “parabad-minton” in them, a type that had hitherto belonged to the Spanish Federation of Sport for People with a Physical Disability. With the inclusion of types of sports for disability sufferers in single-sport sports federations (a phenomenon referred to Spain since 2009 as an “integration process”), there are now 15 single-sport sport federations (apart from the multi-sport ones for disability sufferers cited in section d) above) that govern types of sports for disabled individuals: badminton, dance sport, cycling, golf, horse-riding, karate, mountaineering and climbing, canoeing, rowing, surfing, taekwondo, tennis, table tennis, archery, triathlon, and sailing (Leardy et al., 2018).
f) The White Paper on Sport for Disabled individuals in Spain, presented last March 5th 2019 at the headquarters of the Higher Council for Sport and published by the Spanish Repre-sentative Committee for Disabled individuals (CERMI), the Spa-nish Paralympic Committee and the ONCE Foundation, with the support of the Castilla-La Mancha region and the collaboration of the State Secretariat for Social Services, the Ministry for Health, Consumerism and Social Welfare. This is a fundamental text to read, not only due to its interesting information but also because it is the most up to date in the proposals it puts forward. The web-site of the Spanish Paralympic Committee presents it as follows (click HERE):
The “Spanish White Paper on Sport for Disabled individuals” is a broad, rigorous, all-round interdisciplinary study which offers up-to-date information on disabled people’s participation in sport in Spain, with an exhaustive analysis of the situation at the starting point and with proposals for action in terms of public policies and strategies in order to improve access to sport and its propagation and enjoyment as a basic social asset
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for all people
Sport is a vehicle that facilitates the social and occupational inclusion of disabled individuals, and so its development must be fostered and the groundwork laid for these people to have access to participation in sport at all levels under the same conditions as other sportsmen and women. Likewise, by promoting sport, it is possible to identify future top-level and/or high-performance sportsmen and women.
To draft the White Paper, a multidisciplinary working group gathered the support of academic and research bodies of recognized repute in so-cial and sporting affairs.
All stakeholders involved in the promotion of sport for disability su-fferers have been consulted, at all levels, including regional governments and town councils, Spanish and regional federations for paralympic sports and other sports, clubs and associations for the disabled, the Higher Council for Sport, the Spanish Paralympic Committee, companies, foun-dations and other institutions. An international comparative study was also conducted, taking 7 countries that spearhead sport for disability sufferers.
The outcome is a broad, up-to-date, reliable X-ray image of the sce-nario and trends concerning sport for disability sufferers in Spain, tackling aspects like current legislation and regulations on the subject or existing statistical data, highlighting the main associated problems (access to fa-cilities, expensive sports materials, a lack of teacher training, the funding of activities etc.) and taking into account all levels: grassroots sports, its technification, and top-class sports.
And, following a rigorous analysis, the White Paper proposes a series of recommendations or guidelines to follow in the future which might lead to legislative proposals–with the new Sports Act on the horizon–or a road map to be followed by different stakeholders.
The following sections should be read: “Access by disabled individuals to sporting activities” (page 51-54), “Toward a termino-logy in accordance with the rights of disabled individuals” (page 335-336) and “The promotion of sport through inclusion” (338). The full text of the White Paper can be seen HERE:
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Figure 7. The White Paper on Sport for Disa-bled individuals l in Spain (Leardy et al., 2018)
5. BIBLIOGRAPHY
European Commission (2007). White Paper on Sport. Available at https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=LE-GISSUM%3Al35010
Council of Europe (1992). European Sports Charter. Available at https://rm.coe.int/16804c9dbb
European Disability Strategy (Plasencia, 2017). Available at ht-tps://www.slideserve.com/forrest-velasquez/european-disa-bility-strategy-2010-2020-and-eu-external-action
United Nations (2006). Convention on the Rights of Persons with Disabilities. Available at http://www.internationaldisabilitya-lliance.org/resources/convention-rights-persons-disabilities
World Health Organization (2011). World Report on Disability. Geneva: WHO and World Bank. Available at https://www.who.int/disabilities/world_report/2011/es/
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European Union (2014). Opinion of the Committee of the Regions on ‘Disability, sport and leisure’, approved in Brussels on No-vember 29th 2013. Available at https://eur-lex.europa.eu/le-gal-content/ES/TXT/?uri=CELEX%3A52013IR3952
5.1. In Spain
Spanish Constitution (1978). Spanish Official Gazette (BOE) no. 311 of December 29th 1978. Available at https://www.boe.es/diario_boe/txt.php?id=BOE-A-1978-31229
Spanish Disability Strategy 2014-2020, by the Ministry for Health, Social Policy and Equality. Available at https://www.mscbs.gob.es/ssi/discapacidad/informacion/planAccionEstrate-giaEspanolaDiscapacidad.htm
Progress Report on the Implementation of the European Disabi-lity Strategy (2017). Spanish Ministry for Health, Consume-rism and Social Welfare. Available at https://www.mscbs.gob.es/ssi/discapacidad/informacion/planAccionEstrategiaEspa-nolaDiscapacidad.htm
Ratification instrument of November 23rd 2007, published in Spa-nish Official Gazette (BOE) no. 96 of April 21st 2008, of the Convention on the Rights of Persons with Disabilities, draf-ted in New York on December 13th 2006 by the UN General Assembly (UN). Available at https://www.boe.es/buscar/doc.php?id=BOE-A-2008-6963
Leardy, L., Mendoza, N., Reina, R., Sanz, D. & Pérez-Tejero, J. (Coords) (2018) El Libro Blanco del Deporte para Personas con Discapacidad en España (The White Paper on Sport for Disabled individuals in Spain), Madrid: Spanish Paralympic Committee, Once Foundation & State Representative Com-mittee for Disabled individuals. Available at https://www.cermi.es/es/colecciones/libro-blanco-de-deporte-de-perso-nas-con-discapacidad-en-espa%C3%B1a
Sports Act 10/1990 of October 15th. Spanish Official Gazette (BOE) no. 249 of October 17th. Last amended June 21st 2013. Available at https://www.boe.es/eli/es/l/1990/10/15/10/con
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Act 12/2012 of December 26th on Urgent Measures for the Libe-ralization of Trade & Certain Services, Spanish Official Gaze-tte (BOE) no. 311 of December 27th. Available at https://www.boe.es/eli/es/l/2012/12/26/12 )
Act 26/2011 of August 1st on Legislative Adaptations for Com-pliance with the International Convention of the Rights of Persons with Disabilities. Spanish Official Gazette (BOE) no. 184 of August 2nd. Available at https://www.boe.es/eli/es/l/2011/08/01/26/con
Act 27/2007 of October 23rd by virtue of which Spanish sign lan-guages are recognized and means of support are regulated for oral communication by the deaf, hard of hearing, and blind and deaf. Spanish Official Gazette (BOE) no. 255 of October 24th. Available at https://www.boe.es/buscar/act.php?id=-BOE-A-2007-18476
Act 49/2007 of December 26th on Offenses and Sanctions in Ma-tters Concerning Equal Opportunities, Non-Discrimination and Universal Access for Disabled individuals. Spanish Offi-cial Gazette (BOE) no. 310 of December 27th. Available at https://www.boe.es/buscar/act.php?id=BOE-A-2007-22293
Act 51/2003 on Equal Opportunities, Non-Discrimination and Uni-versal Access by Disabled individuals. Spanish Official Gaze-tte (BOE) no. 289 of December 3rd. Available at https://www.boe.es/eli/es/l/2003/12/02/51/con
Organic Act 10/2002 of December 23rd on the Quality of Educa-tion. Spanish Official Gazette (BOE) no. 307 of December 24th. Available at https://www.boe.es/eli/es/lo/2002/12/23/10
Organic Education Act 2/2006 of May 3rd. Spanish Official Gaze-tte (BOE) of May 4th. Available at https://www.boe.es/eli/es/lo/2006/05/03/2/con
Organic Act 8/2013 of December 9th on Improvements to the Quality of Education. Spanish Official Gazette (BOE) no. 295 of December 10th. Available at https://www.boe.es/buscar/act.php?id=BOE-A-2013-12886
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Action Plan of the Spanish Disability Strategy (2017). Ministry for Health, Consumerism and Social Welfare. Available at ht-tps://www.mscbs.gob.es/ssi/discapacidad/informacion/plan-AccionEstrategiaEspanolaDiscapacidad.htm
Royal Decree 1276/2011 on Legislative Adaptations for Com-pliance with the International Convention on the Rights of Persons with Disabilities. Spanish Official Gazette (BOE) no. 224 of September 17th 2011. Available at https://www.boe.es/eli/es/rd/2011/09/16/1276.
Royal Decree 1363/2007 of October 24th by virtue of which the general regulatory framework for the special system of sport education is established. Available at https://www.boe.es/eli/es/rd/1991/12/20/1835/con
Royal Decree 1835/1991 of December 20th on Spanish Sports Federations and the Register of Sports Associations. Availa-ble at https://www.boe.es/eli/es/rd/1991/12/20/1835/con
Royal Decree 422/2011 by virtue of which the Regulation on Ba-sic Conditions for Disabled Persons’ Participation in Political Life and Electoral Processes is approved. Spanish Official Gazette (BOE) no. 76 of March 30th. Available at https://www.boe.es/buscar/doc.php?id=BOE-A-2011-5714 ).
Royal Legislative Decree 1/2013 of November 29th by virtue of which the amended text of the General Act on the Rights of Persons with Disabilities and their Social Inclusion is appro-ved. Spanish Official Gazette (BOE) no. 289 of December 2013. Available at https://www.boe.es/buscar/act.php?id=-BOE-A-2013-12632
6. TO FIND OUT MORE
Videos of interest: lesson 5 in Spanish
Convention on the Rights of Persons with Disabilities. Art. 30. INSOR. Available at https://www.youtube.com/watch?v=N-5VulPtc3sw
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Disability and rights. Available at https://www.youtube.com/watch?v=2M7sLizClMU
General principles of the Convention on the Rights of Persons with Disabilities. Yehudin Sancho. Available at https://www.youtu-be.com/watch?v=OaCibyLqQiM
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7.1. Assessment task (choose one only)
1. Give a brief explanation of the concept “reverse in-tegration” in sport, illustrating it with an example. State in which European law this concept can be found. Lastly, outli-ne its benefits.
2. In your opinion, choose which legislation in your country has been most fundamental in paving the way for guaranteeing the rights of disabled individuals to participate in sport. Explain briefly what this legislation consists of.
7.2. Questionnaire (5 questions with 3 possible answers. Only one is correct)
1.- From the following documents, which is the one that has been ratified by most UN member states and all the B4ALL countries?
a) Standard rules on the equalization of opportunities for Persons with Disabilities. b) The World Report on Disability.c) The Convention on the Rights of Persons with Disa-bilities.
2.- The article of the UN Convention on the Rights of Per-sons with Disabilities that has the most to do with the right to participation in sport is:
a) Article 30, point 3. b) Article 30, point 5.c) Article18.
3.- Choose the right option:
a) The EU has an estimated 160 million disability suffe-rers, representing about 30% of the population. b) The EU has an estimated 40 million disability suffe-
EVALUATION
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rers, representing about 7.5% of the population. c) The EU has an estimated 80 million disability suffe-rers, representing about 15% of the population.
4.- The concept of “mixed ability sport” is associated with:
a) Sport played by people of different ages.b) Sport played by people of both sexes.c) Sport played by people with and without a disability.
5.- In point 2.5. of the White Paper on Sport (2007), entitled “Using the potential of sport for social inclusion, integration and equal opportunities”, it states that…
a) Training of monitors, volunteers and host staff of clubs and organisations for the purpose of welcoming disabled individuals will be promoted.b) Specific criteria should be adopted for ensuring equal access to sport for all pupils, and specifically for children with disabilities.c) Both the above answers are correct.
EVALUATION
Unit 2. The Incorporation of People with a Disability in SportLesson 5. The right of disabled individuals to participate in sport
INCLUSIVE PHYSICAL ACTIVITIES & SPORT
Common Module
LESSON 6
1. INTRODUCTION2. INCLUSION: ITS APPLICATIONS IN SPORT3. THE INCLUSION SPECTRUM (AT A MACRO LEVEL)4. POSSIBLE WAYS OF ADAPTING TASKS (AT A MICRO LEVEL)
4.1. STEPS4.2. TREE
5. CONTEXTS FOR PARTICIPATION IN SPORT6. BIBLIOGRAPHY7. TO FIND OUT MORE8. EVALUATION
8.1. Evaluable task (choose one option)8.2. Questionnaire (5 questions, 3 options and just one correct answer)
Author: Javier Pérez TejeroLENGTH: 40´
1. INTRODUCTION
It is important to remember that inclusive sport refers to phy-sical activities and sports that can be jointly played by people with and without a disability, adapting the activities to the players’ possibilities while still maintaining the original objective. Inclusive sport involves modifying or adapting the rules and materials that are used in order to foster all the players’ real active participation. It also represents an attitude to sport at all levels and, thanks to applied research, its benefits are known in terms of a raised awareness and knowledge of diversity and greater respect for it, in addition to the encouragement of healthy active lifestyles (Pérez-Tejero, 2013). Inclusive sporting contexts are an ideal way of fostering normalization and access to sport for people with a disability under equal conditions and so they are a very useful tool in introductions to sport and in training. Inclusive sports competi-tions can also be held, where people with and without a disability compete together.
This lesson explores the possibilities that people with a disa-bility have for participating in physical activities and sport, explai-ning how sporting contexts can be adapted to foster this sector of the population’s inclusion. A presentation is given of different models and examples that can be applied to different sports. The end goal is to suggest different ways in which anyone with a disa-bility can participate actively and effectively in training sessions or competitions, ensuring their efficient satisfactory inclusion in sports activities.
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Obviously, this is closely tied in with the organization of sports services (at a macro level) and also with the adaptation or modi-fication of games, tasks and exercises during training sessions or P.E. classes (at a micro level). This chapter is structured ac-cordingly, on the basis of these two levels, with examples in each case.
2. INCLUSION: ITS APPLICATIONS IN SPORT
It is important to clarify what is meant by the “inclusion” of people with a disability in physical activities and sport. Inclusion involves adopting a model where everyone can participate on an equal footing, regardless of possible disabilities or any other fac-tor, by eliminating/compensating for the potential barriers that an individual or a group might face in a specific sport. This should not be confused with “integration”, where people with a disability are incorporated in existing conventional groups and try to fit in with them (Kiuppis, 2018).
Figure 1. Exclusion, segregation, integration & inclusion (taken from Ortopedia Inse, 2015).
Thus exclusion can be said to occur when people with a disa-bility are directly or indirectly barred from any physical sports ac-tivity, denied access to it or this access is restricted. Separation occurs when the available sports activity takes place in a context specifically for them, separate from non-disabled people. Inte-gration occurs when people with a disability are incorporated in
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existing conventional groups where they must try to fit in (without adaptations). Inclusion is when adaptations are made at different levels so that everyone can participate together regardless of their (dis)abilities or any other factor, eliminating or overcoming potential barriers to the sport.
The end goal of inclusion in sport must be total inclusion. However, this should be construed as more of a process than a goal, where there is room for other possible types of participa-tion (i.e. separate/alternate and integrated models), offering po-sitive experiences on the road to inclusion. For instance, training in a specific context, as opposed to a conventional one, can be a good opportunity to focus on the participants’ genuine needs, allowing for greater specialization by providing a learning environ-ment adapted to their requirements. This can be highly positive in introductory sessions to a new sport or when practising a series of specific skills. For this precise reason, sport for people with a disability as we know it today can be traced back to a specific context for a particular group of people (a spinal treatment hos-pital, see lesson 4), and these specific contexts must be fostered and maintained, since normally they entail sports activities by a group of people with a specific disability, organized at either an associative or sporting level (EU, 2014).
Sport is a context that can facilitate an individual choice of sports activities on a spectrum, ranging from separate activities specifically designed for people with disabilities to modified ones, designed for players both with and without a disability, where each approach must be given equal importance and validity instead of discrediting separate models and glorifying supposed inclusive ones. (Kiuppis, 2018).
3. THE INCLUSION SPECTRUM (AT A MACRO LE-VEL)
The inclusion spectrum was developed by Ken Black in 1996 in the UK. Since then, it has been revised on several occasions and the current version is used by professionals worldwide. The model was developed for use with any type of disability (Black
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Figure 2. The inclusion spectrum (Black & Stevenson, 2011).
According to the spectrum, there are five different ways of organizing activities for a group of people of differing abilities or disabilities:
Open activities. Everyone takes part in the same activity (pla-yers with and without a disability), with no need for any adapta-tions or modifications. One example would be for everyone to join in the same routine warm-up and cool-down during a training session.
Modified activities. With this type of activity, changes or mo-difications must be made to tasks so that all the players can do them together. Modifications can be made to the context, space, rules or equipment in order to foster inclusion. It is important to
& Williamson). The inclusion spectrum is an activity-centred approach to the inclusion of people of differing abilities in sport and, more generally, in physical exercise. It is based on the idea that inclusion can be achieved by modifying the framework in which physical activities and sports are provided. The advantage of using the model is its capacity to attend to diverse needs and levels of ability within the same group of participants, helping to maximize the whole group’s potential and capacity for participa-tion.
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note that adaptations can be made in order to help or challenge players in a range of skills and this approach does not always imply making a task easier for part of the group. Different tech-niques or aspects of tasks can be modified, one example being through the STEP model (outlined in the next section). For instan-ce, in the case of a tennis player with an intellectual disability or one in a wheelchair, an extra bounce can be allowed before the ball is returned during games.
Parallel activities. This involves grouping players by ability. Each group does a similar activity (with the same objective), but each one at a level that suits its members. It is important to note that the groupings can change, depending on the specific activity. One example of a parallel activity would be to divide a large group of basketball players into two groups to work on shooting at the basket. In one group, the basket would be at regulation height and, in the other group (where there is a player in a wheelchair), they would have a bigger lower basket (e.g. a hoop for rhythmic gymnastics).
Separate or alternate activities. These activities are not appropriate for all the players. They must be done independently or else in a group with other players of the same level of ability. The aim is for people to work temporarily on specific skills so that they can be successfully incorporated in future activities. In the right circumstances, separate activities can be used to improve a specific skill and to boost a person’s confidence and individual sport skills so that they can work on them as part of the whole group later. One example would be to let hockey players who are not so good at passing the ball practise with a partner, while all the others work in a group on more complex passes.
Disability sport activities. This involves incorporating aspects of sports activities for people with a disability or adapted physical activities in training sessions. It is a process of reverse integra-tion, where non-disabled players are included in adapted sports and they play alongside people with a disability. This type of ac-tivity can help to improve attitudes toward sport for people with a disability and boost the self-confidence of players who are good at their disabled sport. One example is the incorporation of a spe-
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cific Paralympic sport like boccia in order to break the ice or as a warm-up. Boccia might not be familiar to non-disabled players, and so it could need to be taught and explained to non-disabled players in a scenario in which people with a disability might even have an advantage.
4. POSSIBLE WAYS OF ADAPTING TASKS (AT A MI-CRO LEVEL)
Adaptations can be made to tasks, games, activities and sports by taking an existing one and focusing on different aspects of it. Different proposals in this field have therefore been made. In this lesson, we will highlight two: STEPS (Black & Stevenson, 2011) and TREE (Downs, 2013). These models can be used wi-thin the framework of the inclusion spectrum, in particular when modified activities are created. Although the inclusion spectrum highlights how activities can be separated into different catego-ries, it does not provide the tools to alter these activities. STEPS or TREE can be used as guidelines in attempts to adapt activities.
4.1. STEPS
One of the best-known tools is STEPS (Space, Time, Equip-ment, Persons, Speed). It can be used to adapt activities to diffe-ring levels of ability, whether related to a player’s disability or not:
Space. This involves increasing or decreasing the size of the overall playing area to fit in with the players’ experience of the game or abilities. The distances to be covered in training activi-ties can also be varied to suit differing abilities or mobility levels. Zoning can also be used to provide more opportunities to partici-pate; that is, depending on the players’ ability, they are or are not allowed in different zones. One example of adapting the space for people with mobility problems would be to use half a regulation football pitch for games by moving the goalposts to each of the long sides of the pitch and playing in the whole area between the midfield line and end goal line.
Task. This involves ensuring that everyone has the same opportunity to participate in a training activity by breaking down
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complex skills into smaller component parts that are more mana-geable so that the players can learn the skills at their own pace. It is also important to give the players an adequate opportunity to practise any skills they have learnt, either individually or in pairs, before waiting for this to be done in a more competitive setting, like a training match. For instance, players with an intellectual disability might need more time to practise bouncing the basket-ball working in pairs, before taking part in a training match.
Equipment. The equipment normally used for a particular sport can be modified by increasing or decreasing the size of the ball to suit the ability of the players or to make initial practice of certain skills easier (changing the size of a football for instance), modifying the weight (such as replacing a normal tennis ball with a beginner tennis ball, a ball with a balloon or a ball with a sack of sand) or by using specialist equipment like coloured training bibs and cones to provide visual aids.
People. Groups of players with a similar level of ability should be formed during training, using games in a small space so that all the players can progress. This is important in team games in order to balance the team according to the overall ability of the group. It can also be beneficial to use teams of unequal num-bers to facilitate the inclusion of some players and maximize the participation of others when working on a certain skills level. For instance, a less-skilled team can be given an extra player to com-pensate for this. At a more general level, the coach must adapt the tasks to the level of the players’ abilities and not to their level of disability.
Speed. The speed at which an activity or skill is performed might need to be modified. For instance, an exercise might have to be done at walking pace, slowly speeding it up to a competiti-ve pace through specific training exercises. For players with an intellectual disability, this can mean learning to bounce a ball as they walk before learning to do so as they run. In a game-like situation, this technique could be combined with a training match through the rule that all the players must walk, ensuring a slower environment where the players can learn to position themselves for the different shots.
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4.2. TREE
TREE stands for Teaching Style, Rules, Equipment and En-vironment. It is a tool for modifying activities by focusing on the coach’s actions.
Teaching style: This refers to the communicative method and teaching approach that is used to help the players complete the tasks. The main factors to bear in mind are:
• Use appropriate language.
• Give clear instructions.
• Make sure you know all the members of the group.
• Use visual aids.
• Regularly check their understanding.
Rules. It can be beneficial to alter or simplify the rules of a sport or activity to deal with differing levels of ability; for instance, by changing the number of players in one team, changing the distance to be covered in a certain situation, or introducing a new point system that positively reinforces correct actions or skills. Another method is to introduce the rules of a sport one by one as the players gradually start to understand the concept of the activi-ty. For example, in the case of players with an intellectual disabili-ty and a sport like basketball with many rules, it might be useful to introduce the rules gradually to avoid too much information at one go. Initially, for instance, a decision might be taken not to apply the rule that the ball can only be dribbled with one hand at a time, instead focusing on bouncing the ball as the players run.
Equipment. This is similar to the modifications to the equi-pment mentioned in the description of the STEP model. For example, a foam ball or smaller football can be used to practise throwing, with no risk of injury, before moving on to a ball of a standard heavier weight.
Environment. This includes the space required for the activity, with any necessary structures and boundaries. For instance, a badminton net can be lowered to increase the likelihood of initial
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success. Football featuring players with an intellectual disability can be played indoors to prevent the ball from going out of the playing area so often.
With this model, the modifications are regarded as temporary and they are not necessarily applied to all the players, so they can gradually be eliminated whenever necessary. The integrity of the game must always be maintained and the objective of the activity must not be altered.
5. CONTEXTS FOR PARTICIPATION IN SPORT
Pérez-Rodriguez (2019) came up with a very useful proposal for inclusive contexts for people with a disability from the perspec-tive of sports clubs, where possible modifications can be made to the space, context for the activity, training scenario and to com-petitions.
The space
a) Shared clubs
If a sports club has not yet opened its doors to players with a disability but finds some means of facilitating their participation, even though no inclusive activities are on offer or they are not available on a daily basis, shared space is still a good option for organizations that do not yet have the necessary resources to form alternate or inclusive groups. In such events, the head of the club or one of its coaches must be familiar with the needs of this group so that an initial assessment of the situation can be made to determine what possibilities the club can offer for this sector of the population.
b) A shared training space
The aim here is to share the space where the club’s activities take place. Regardless of whether alternate groups are formed or people with a disability are incorporated in conventional groups, it is fundamental for these groups to train on the same sports field or court as other players, so that the club ensures accessibility
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and equal opportunities.
Training scenarios
c) Shared training
With this form of participation, players with and without a disa-bility train together at the same time, although the ones with a disability are coached by an expert in disabilities and they follow a specific methodology, with interaction between both groups in some or all exercises.
d) Joint training
This is an inclusive scenario, with groups where all the pla-yers share the same objectives, follow the same pace, and work on the same things. Modifications in order to guarantee participa-tion may or may not be made.
Competition scenarios
e) Simultaneous competitions
Adapted sports competitions have less visibility and hence they make less of an impact than conventional ones. It is also important to encourage coexisting adapted and inclusive sports. As a result, competitions for people with and without a disability must be held in the same place and at the same time. These competitions can be sporadic events (e.g. an annual event by a club where visibility is given to inclusion in the club’s different ca-tegories or sections) or ongoing (the club participates in regulated sports competitions through players with and without a disability).
f) Inclusive competitions
These are joint competitions for players with and without a disability, with the full participation of all of them through rules that complement the official ones for each sport. These complemen-tary rules must guarantee equal opportunities and fair participa-tion by eliminating, modifying or adding rules, technical aspects, tactics, materials etc. depending on the needs of the participants, in particular those with a disability.
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6. BIBLIOGRAPHY
Black, K., & Stevenson, P. (2011). The inclusion spectrum. Aus-tralia: Theinclusionclub.com
England Athletics. Activity Inclusion Model (AIM) Guidance in-corporating STEP, 2017; Available at: https://www.englanda-thletics.org/clubs-and-facilities/club-support-services/disabi-lity-athletics-resources/. Accessed 25 April 2019.
Kiuppis, F. (2018). Inclusion in sport: disability and participation. Sport in Society, 21(1), 4- 21.
Ortopedia Inse, blog (2015). Exclusión, segregación, integra-ción o inclusión. Available at http://ortopediainse.blogspot.com/2015/03/exclusion-segregacion-integracion-o.html . Ac-cessed 02/02/2020.
Pérez-Rodríguez, M. (2019). Promoviendo la inclusión en el ru-gby. I Encuentro Nacional de Rugby Inclusivo para Personas con Discapacidad Intelectual. Madrid: Royal Spanish Rugby Federation & “Sanitas Foundation” Chair for Inclusive Sports Studies (CEDI).
Pérez-Tejero, J. (Ed.). (2013). El Centro de Estudios sobre De-porte Inclusivo: cuatro años de fomento del deporte inclusivo a nivel práctico, académico y científico. Serie de Cuadernos del CEDI 1. Madrid: Universidad Politécnica de Madrid, Sani-tas Foundation & Psysport.
Play by the Rules. Inclusion and Diversity what can you do- opportunities. Available at: https://www.playbytherules.net.au/got-an-issue/inclusion-and-diversity/inclusion-and-diver-sity-what-can-you-do/opportunity. Accessed 25 April 2019.
Sports Coach UK. Quick Guide: Inclusive Coaching. Available at: http://ucoach.com/assets/uploads/files/Inclusive_coaching_quick_guide.pdf. Accessed 25 April 2019.
The Football Association. Coaching Disabled Footballers Manual. 2014; Available at: https://www.disabilitysportworcester.org.uk/ wp-content/uploads/2014/01/Coaching-Disabled-Footba-
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llers-Manual.pdf. Accessed 25 April 2019.
The Tennis Foundation. Disability Tennis Coaching Resource. 2014; Available at: https://www.tennisfoundation.org.uk/wp-content/uploads/2016/04/Disability-Tennis-Coaching- Res ource.pdf. Accessed 25 April 2019.
European Union (2014). Opinion by the Committee of the Re-gions - «Sport, disability & leisure», approved in Brussels on November 29th 2013. Available at https://eur-lex.europa.eu/legal-content/ES/TXT/?uri=CELEX%3A52013IR3952
7. TO FIND OUT MORE
The Inclusion Spectrum Framework. iCK Course#2 Ch2 S3. Available at https://www.youtube.com/watch?v=y99RoyFimww
Guinness advert on reverse integration. Available at https://youtu.be/iiB3YNTcsAA
“Sanitas Foundation” Chair for Inclusive Sports Studies (CEDI). www.deporteinclusivo.com
Chamartin Club Badminton. www.clubbadcham.com
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EVALUATION
8.1. Evaluable task (choose one option)
Choose a task, game or exercise for a given sport (such as badminton), and modify it, based on STEPS or TREE models, so that a player with a physical disability who uses a wheelchair to move can successfully participate alongside non-disabled players. Describe the modifications for each letter of the model in question.
8.2. Questionnaire (5 questions, 3 options and just one correct answer)
1.- Ideally, any task, exercise or game should not need any adaptation and everyone, regardless of their abilities, should be able to participate. According to the inclusion spectrum, what type of activity would this be?
a) Inclusive.b) Open.c) Accessible.
2.- The above statement is not realistic, since everyone can-not participate fully in all tasks and so these tasks have to be adapted to the level and diversity of the group. This sta-tement is:
a) Falseb) It depends on the sportc) True
3.- According to the inclusion spectrum, disability sport is a way of making people with a disability aware of its benefits.
a) Falseb) Truec) It depends on the sport
4.- In terms of contexts for participation, is it the same to
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EVALUATION
share training as it is to share the training space?
a) Yesb) Noc) It depends on the sport
5.- Inclusive competitions involve establishing a series of specific rules based on the official rules for that sport, but adapting them to allow for joint participation in the competi-tion. This statement:
a) Is essential for umpires to know.b) Correct.c) Both the above are correct.
Unit 2. The Incorporation of People with a Disability in SportLesson 6.Inclusive Physical Activities & Sport
1. SELF-ASSESSMENT OF THE COMMON MODULE1.1 Introduction1.2 Self-assessment form
Training Guide to the Common Module
DISABILITY, SPORT & INCLUSION Self-Assessment
LENGTH: 20´
1. SELF-ASSESSMENT OF THE COMMON MO-DULE
1.1. Introduction
Through the self-assessment of this common module, the aim is for each person to measure and evaluate what they have learnt, together with the effort they have made. In order to ob-jectively rate whether the learning process was a positive one or whether it was not fully successful or not at all well done, a sense of personal responsibility will be needed. The self-assessment process is an individual one and so it must take into account the pace that each person needs to complete the work successfully.
From the results, it is possible to infer whether the basic input in the lessons has been learnt and whether the learning process was completed to the required level.
1.2. Self-assessment form
Fill in the required information in the first part of the form and then rate the statements in the following part. Remember that you are rating the endeavours you made to study the common modu-le and the materials and resources that were provided.
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Training Guide to the Common Module Self-Assessment
Name & surnames: Details of the study period of the common moduleTime period: From: __/__/____ to: __/__/____
No. of hours’ study:
Place:
Date of self-assessment:
Briefly state what you appreciated the most about the following aspects:Which lesson or section did you find especially important in terms of its everyday use?
Which video would you recommend as giving a good explanation of the benefits of sport for people with a disability?
If you looked at the contents of the module with another person, name the organization that they belong to, their role there, and their opinion of the contents.
Rate your efforts and success in studying the module.
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Training Guide to the Common Module Self-Assessment
Rate the work you have done on this common module by marking one of the numbers with an X.Ratings1= Extremely low / Nothing/ Never / Bad, 2 = Very low /Very little / Very insufficient3 = Low / Little / Insufficient4 = Quite a lot / Good / Sufficient5 = A lot / Always / Very good
Rating
The time spent studying the lessons 1 2 3 4 5
Your reading of the recommended documents in order to find out more 1 2 3 4 5
The time spent watching videos and looking over other resources 1 2 3 4 5The effort you made reading the texts and overcoming any problems 1 2 3 4 5Additional steps to clarify things you were unsure of (e.g. asking other people about the recommended readings). 1 2 3 4 5
From the studied subject matter, can you explain to someone the importance of sport in the lives of people with a disability? 1 2 3 4 5
The effort you invested in the training process 1 2 3 4 5Global appraisal of your efforts and work on the common module. 1 2 3 4 5
SPECIFIC MODULE
INCLUSIVE PRACTICE OF BADMINTON
LENGTH: 8 HOURS
CHAPTER 3
Training Guide to the Specific Module INCLUSIVE PRACTICE OF BADMINTON
1. INTRODUCTION1.1. Summary1.2. Objectives1.3. Contents of the module1.4. Evaluation
2. ORGANIZATION & DURATION OF THE TRAINING BY PROFESSIONAL PROFILES
2.1. Contents and estimated duration by professional profiles2.2. Organizing the self-learning process
DURATION: 10´
1. INTRODUCTION
1.1. Summary
In the specific module of the B4ALL training syllabus, under the “Inclusive Practices in Badminton” heading, specific techni-cal information is given on how to implement badminton activities and put the inclusive model into practice in sport.
1.2. Objectives
The knowledge to be acquired is related to the objective and skills of the professional profile that you chose for the B4ALL tra-ining (managers, technical professionals, volunteers and umpi-res), as outlined in the “B4ALL training syllabus” document.
1.3. Contents of the module
This module is made up of the following learning units and lessons in each one:
UNIT 3: Local Facilitators of Inclusive Badminton Activities.
- Lesson 1. The inclusive badminton model. This outlines the benefits of badminton in inclusive practices and the difficulties and challenges involved in putting it into practice.
- Lesson 2. Accompanying and assisting people with a disa-bility in badminton activities. This describes the specific duties of the different professional profiles, with guidelines on how to give
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specific support, depending on the characteristics of each indivi-dual participant.
- Lesson 3. Inclusion as a service in badminton organiza-tions. The lesson deals with accessibility aspects, from legislati-ve support to key management indications, with inclusive action plans examples for club.
UNIT 4: Inclusive practices in badminton
- Lesson 4. Adaptations for inclusive practices in badminton. With the application of equality and safety criteria, adaptations are described concerning the size of the court and rules of bad-minton.
- Lesson 5. Organizing and promoting inclusive activities and competitions. This lesson focuses on how to organize diffe-rent activities of a high standard, exploring aspects like staff tra-ining and the characteristics of basic inclusive activities, such as badminton sessions, training and competitions.
- Lesson 6. Proposals for inclusive badminton sessions. This lesson facilitates the tasks involved in the organization of different sessions, taking into account the specific needs of parti-cipants with a disability.
1.4. Evaluation
After studying these lessons and the resources listed in each of them, a self-assessment must be completed at the end of each one. On completion of all of them, a self-assessment must be made of the work you have done on the whole specific module.
2. ORGANIZATION & DURATION OF THE TRAINING BY PROFESSIONAL PROFILES
2.1. Contents and estimated duration by professional profiles
A particular type of practical training will be required as per the professional profile of the person registering to take part in
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B4ALL training, tied in with the skills they need to acquire.
In the following table, the learning units and lessons are shown, together with the estimated duration for each professional profile.
Table 1. Contents & duration of the training by professional profiles Training guide to the specific module 10’ 10’ 10’ 10’
U3. Local facilitators of inclusive badminton prac-tices Managers
Technical profes-sionals (P.E. teachers/
coach-es)Volunteers Umpires
1. The inclusive badminton model. 60’ 60’ 60‘ 60’2. Accompanying and assisting people with a disability in badminton activities. - 40’ 40’ -
3. Inclusion as a service in badminton organizations. - 50’ - -
U4. Inclusive practices in badminton. ManagersT e c h n i c a l profes-sionals (P.E. teachers/
coach-es)Volunteers Umpires
4. Adaptations for inclusive practices in badminton. 120’ 120’ - 120‘5. Organizing and promoting inclusive activities and com-petitions. 120’ 120’ - -
6. Proposals for inclusive badminton sessions. - 60’ - -Evaluation & self-assessment 20’ 20’ 20’ 20’
Total hours per professional profile 5,30 hrs 8,0 hrs 2,10 hrs 3,3 hrs
2.2. Organization of the self-learning process
To take better advantage of the self-learning process, the les-sons must be completed in the order shown in Table 1 and their contents studied as shown below:
a) Read each lesson.
b) Broaden the information by reading the proposed additio-nal documents cited in each lesson.
c) Watch the proposed videos whose links are given in each lesson.
d) Voluntary reading of the documents listed in the bibliogra-phy in each lesson.
e) Clear up any queries by consulting the documents in the bibliography of each lesson or by searching in other documents.
Specific Module
UNIT 3
LOCAL FACILITATORSOF INCLUSIVE
BADMINTON ACTIVITIES DURATION: 3 HOURS
THE INCLUSIVE BADMINTON MODEL
1. INTRODUCTION2. GENERAL FUNCTIONS3. BADMINTON’S STRENGTHS IN FOSTERING INCLU-SION
3.1. Facilities & regulations 3.2. Adapting the playing area & regulations.
4. DIFFICULTIES & CHALLENGES5. BIBLIOGRAPHY6. TO FIND OUT MORE7. EVALUATION
Specific Module
LESSON 7
Authors: José Luis Hernández Vázquez & Eduardo Hernández ZabaraLENGTH: 60´
1. INTRODUCTION
Inclusive badminton is an exclusion-free approach to this sport, aimed at allowing persons with disability to take part in tra-ining sessions and competitions alongside other players. For this purpose, criteria are applied that promote equality among players in all badminton activities.
Inclusive badminton aspires to promote the adoption of a model of sport that fosters joint participation by players with or without disability in regulated and non-regulated activities and competitions, with the players with disability’s inclusion in the same tournament brackets and categories.
Hence it is not a new mode of badminton and neither is it adapted badminton or para-badminton. Nor does it compete with any form of Paralympic badminton. Inclusive badminton is joint badminton for everyone.
This means that introductory badminton activities, training and competitions at all levels are carried out jointly with the par-ticipation of all the players, whether they have mobility problems or not. To facilitate this, differences in mobility or difficulty in rea-ching far points of the badminton court are minimized. The aim is to take an adaptive approach that seeks to foster equality and to encompass all ages.
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2. GENERAL FUNCTIONS
Inclusive badminton’s social objective is to facilitate persons with disability’s access to the sport from ground level up and also in competitions so that they can participate in a shared joint way with non-disability sufferers.
Through all this, the aim is:
• To raise the population’s awareness of the importance of physical activity and sport for disability sufferers’ health, in addition to the role of sport in promoting social inclusion and equal opportunities.
• To boost cooperation among institutions and organi-zations from the fields of inclusive sport and physical ac-tivity.
• To improve and extend experiences and knowledge of di-fferent aspects of inclusive badminton and to share and disseminate good practices among sports clubs and other organizations.
In short, this model of badminton aspires to foster players with or without disability’s joint participation in the sport, from ground level activities to competitions.
Is inclusive badminton a new form of badminton?
In inclusive badminton, persons with disability participate in training activities and competitions alongside all the other pla-yers, and so:
► It promotes the adoption of a model of sport that fos-ters persons with and without disability’s joint participation in re-gulated and non-regulated activities and competitions, with the players with disability’s inclusion in the same tournament brac-kets and categories.
► It is not a new form of badminton, neither is it adapted badminton, and nor does it compete with them. Inclusive badmin-ton is joint badminton, with the participation of all players.
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► To facilitate this, criteria are applied to foster equality among the participants. Differences due to mobility problems are minimized.
It is an adaptive approach that must be extended to all ages.
In addition to all the aforementioned social benefits, substan-tial progress can be made in persons with disability’s ability to play this sport, from ground to top-performance level.
► It will boost the number of players, since this is a pio-neering opportunity to attract persons to the sport who current-ly either do no sporting activities or who do other activities with some difficulty.
► It will play a key role in contributing to the growth and spread of para-badminton, a sport that is currently seeing an alarming drop in the number of participants in its competitions.
► It will substantially increase the number of top-level pa-ra-badminton players due to the multiple opportunities that they will have to compete.
► It will boost Spain’s representation in the Paralympics and Special Olympics.
SOCIAL OBJECTIVE To integrate disability sufferers
To facilitate persons with disability’s access to sport
To boost persons with disability’s opportunities to play badminton
SPORTING OBJECTIVE
SPECIFIC OBJECTIVE
3. BADMINTON’S STRENGTHS IN FOSTERING IN-CLUSION
3.1. Facilities & regulations
Badminton is a racket sport whose characteristics make it
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simpler for disability sufferers to play. Here is a summary of its advantages:
► A wide variety of different types of facilities can be used, because badminton courts can easily be marked out in most indoor rooms or halls due to the size of the court.
► Optimum use can be made of the available surface area: one court can be used for between two and four people; four courts for up to 16 people; 8 courts for up to 32 people; and 12 courts for up to 48 people.
► Given the characteristics of the game and the size of the court, as a recreational activity or sport for beginners, it involves a high level of participation with lots of action, ensuring a high degree of satisfaction.
► The rules of the game are easy to learn and to unders-tand.
► Given the number of participants, games can be freely or-ganized.
3.2. Adapting the playing area and rules
► Given how the court is divided up, it is possible to as-sign different playing areas depending on the players’ mobility and on how much they can move about the court.
► Thanks to the number of players, a high degree of parti-cipation and competition are guaranteed.
► When doubles are played, collaboration is fostered. Mixed doubles are a key way of including women in badminton.
► Given the racket’s size and light weight, the different strokes are easy, particularly for persons with mobility problems in an upper limb.
► Thanks to the shuttlecock and its flight characteristics (slow or fast shots), various alternatives can be used to work toward “full inclusion”.
► With inclusive badminton, the rules of the game, the
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organization of competitions and the competition matches do not have to be reformulated since all the players are included in the same tournament brackets.
► The budget for an inclusive competition does not raise the costs.
4. DIFFICULTIES & CHALLENGES
4.1. Generally speaking, the difficulties involved in exten-ding the inclusive badminton model are the same as those of any other sports. More specifically, they include:
► Difficulty in access to sports facilities and the availability of the necessary services.
► The distance between the players’ homes and the sports facilities.
► The disability’s level of severity.
► The notion held by many persons with disability that physi-cal activities and sports are an impossible challenge for them.
► An unwillingness to believe that persons with disabili-ty can share the same leisure activities and take part in compe-titions alongside everyone else.
► A lack of badminton experts who are familiar with the inclusive model and, above all, are willing to introduce it.
► A lack of understanding by the organizers of badmin-ton competitions and associated fears.
4.2. To promote and disseminate inclusive badminton, re-levant activities must be held to spread the concept in keeping with the established objectives and to ensure the model’s conti-nuance. This involves:
► The promotion of inclusive badminton in education cen-tres and associations for the persons with disability.
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► The organization of sessions on inclusive badminton, with the attendance of all the relevant stakeholders.
► The organization of inclusive competitions in order to build up experience in the field of inclusive badminton.
► The assessment of inclusive badminton activities, using satisfaction surveys to be completed by the participants.
► To disseminate the activities and information on parti-cipation in them, in addition to the results of associated satisfac-tion surveys.
► To disseminate the steps that have been taken and to continue with them.
5. TO FIND OUT MORE
Presentational videos of inclusive badminton
https://www.youtube.com/watch?v=FlPh9pwafFA
Chamartín Badminton Club.
Presentational video of inclusive badminton
Summarized presentation, illustrating the benefits of inclusion in badminton.
Author. Eduardo Hernández Zabara
Director of Chamartín Badminton Sports Club
https://www.youtube.com/watch?v=A2dIUDJh6Wo
Chamartín Badminton Club.
Images of inclusive games at the 2015 San Isidro Popular Inclusive Badminton Championship
Author. Eduardo Hernández Zabara
Director of Chamartín Badminton Sports Club
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6. BIBLIOGRAPHY
CHAMARTIN BADMINTON CLUB. Information on inclusive bad-minton
http://www.clubbadcham.com/linked/info-badminton%20inclusi-vo.pdf
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EVALUATION
In the multiple-choice questions below, choose the option that you believe to be correct (one answer only).
1.- The social function of inclusive badminton is:
a) To facilitate persons with disability’s social integration through participation in an inclusive model of badminton. b) To prepare persons with disability to take part in spe-cial competitions specially designed for them. c) To organize activities that exclude persons without disability.
2.- Inclusive badminton is:
a) A new form of badminton played by persons with an intellectual handicap. b) A joint way of playing and competing in badminton for persons with and without disability. c) A new form of badminton specially adapted for per-sons with a physical disability.
3.- To play inclusive badminton, it is necessary:
a) To have a marked court of a different size from stan-dard courts. b) To apply new relatively different rules to the game from its conventional ones. c) To make minor adaptations to playing areas and ru-les, but no major changes.
4.- The adoption of a strategy to promote inclusive badmin-ton entails:
a) Organizing training activities and competitions so that persons with and without disability can participate together. b) Organizing training activities and competitions, held at the same time but for separate groups of persons with
Unit 3. Local Facilitators of Inclusive Badminton ActivitiesLesson 7. The Inclusive Badminton Model
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EVALUATION
or without disability. c) To organize training activities and competitions for groups of persons with similar disabilities.
5.- Badminton’s main advantages for persons with disability are:
a) Having rackets and shuttlecocks of a special size and weight for persons with disability. b) The use of the same facilities and materials as all the other players. c) The adaptation of the net’s height and fewer players on the court.
Results of the evaluation and a review of the unit
After checking the results of the evaluation, the unit should be re-read, particularly parts relating to questions that were wrongly answered in order to clear up any possi-ble doubts.
Unit 3. Local Facilitators of Inclusive Badminton ActivitiesLesson 7. The Inclusive Badminton Model
ACCOMPANYING AND ASSISTING PERSONS WITH DISABILITY IN BADMINTON ACTIVITIES
1. INTRODUCTION2. THE SPECIFIC FUNCTIONS OF THE PROFESSIONALS INVOLVED IN FOSTERING INCLUSIVE BADMINTON
2.1. Management2.2. Badminton experts2.3. Volunteers or collaborators2.4. Umpires
3. BACKUP AND ASSISTANCE FOR THE PERSONS WITH DISABILITY IN BADMINTON ACTIVITIES
3.1. The need to achieve the social goal of inclusion in badminton3.2. Guidelines on the provision of backup for the persons with disability in inclusive badminton activities
4. BIBLIOGRAPHY5. EVALUATION
Specific Module
LESSON 8
Authors: José Luis Hernández Vázquez & Eduardo Hernández ZabaraDURATION: 40´
1. INTRODUCTION
Persons with disability are one of the groups with the har-dest access to sport for a variety of different reasons, hindering or even excluding them from sport depending on the type and level of disability that they suffer from. Although the situation has improved in recent years due to policies introduced at an EU le-vel and the policies of member states, the statistics still reflect a scenario far removed from the level of participation that should correspond to this group of people.
Given the situation of disability sufferers, it is crucial to ensure that the necessary changes are made to improve their access to sport. Badminton can help to achieve these goals because it has important strengths in comparison with other sports.
In addition to matters concerning accessibility and adapta-tions to materials (dealt with in lesson 5 of this specific module of the B4ALL training programme), there is an urgent need to change the mentalities of the heads of sports organizations and the staff involved in sports education and training. Only through multi-professional teams who can help to overcome the obsta-cles and handicaps that disability sufferers face can the latter be included in sports activities and can their long-term participation be ensured (an objective that must also be taken into account).
In this lesson, an outline is given of the professional profiles of the multi-professional team who must help facilitate inclusive
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badminton through suitably organized activities and the achie-vement of the necessary goals so as to ensure success and to make an impact in all relevant areas. A description will be given of the functions and scopes of authority of the different professio-nals who facilitate or are involved in the inclusion process in one way or another. They are:
a) Management, whose role it is to adapt the club/associa-tion’s organizational structure and activities to make it more ac-cessible to disability sufferers and to facilitate their integration in its activities, working toward a club/association that adopts an in-clusive model of badminton.
b) Badminton experts (coaches and P.E. teachers), who-se role it is to adapt their teaching and training methods to inclusi-ve practices, coaching the players in activities (whether introduc-tory activities or competitions and events), fostering equality in all such activities and the safety of the players with disability.
c) Volunteers, whose role it is to provide backup for disability suffers in their integration in inclusive badminton activities.
d) Umpires, whose role it is to officiate inclusive competi-tions, with a full awareness of any aspects of the rules that must be adapted in inclusive matches to foster the participation of pla-yers with disabilities of all kinds.
The four above groups of people all make up the multi-pro-fessional team. Through their complementary roles, they will gua-rantee the holistic inclusive approach that is needed to ensure successful integration in badminton activities.
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Photos. Inclusive campus. Chamartín Badminton Club. Autonomous University of Madrid. 2015.
2. THE SPECIFIC FUNCTIONS OF THE TEAM OF PROFESSIONALS INVOLVED IN FOSTERING IN-CLUSIVE BADMINTON
Outlined below are the main skills or functions to be acquired by the different professionals involved in fostering inclusive bad-minton activities.
2.1. Management
a) The professional context
The managers of a sports club, association, education cen-tre or university, because through their activities, they participate directly in decision-making that can allow for the adoption of an inclusive model of badminton.
b) Functions
1. To adapt the club/association/education centre’s aims so as to incorporate an inclusive model of badminton, taking the ne-cessary steps to facilitate persons with disability’s integration in
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all the said activities.
2. To forge links with organizations for the persons with disa-bility in order to present badminton as a viable way of including persons with disability in sport.
3. To create the necessary conditions to guarantee access by the persons with disability to the club’s different activities, making sure that these improvements are maintained.
4. To act as an ambassador, promoting inclusion at the club and at other organizations with which it has links so that they join forces to foster an inclusive model of badminton and to spread the values of inclusive sport through badminton activities.
5. To promote training activities for the different members of the inter-professional team and to improve the way club is or-ganized so as to facilitate the integration of inclusive badminton activities.
2.2. Badminton experts (coaches or P.E. teachers)
a) The professional context
This group includes sports professionals involved in introdu-cing people to a sport or to training activities at a club or associa-tion, physical education teachers who include teaching units on badminton in their syllabuses, and teachers of badminton activi-ties for students at higher education centres.
b) Functions
1. To be familiar with the characteristics and implications of inclusive badminton.
2. To adapt inclusive badminton activities so as to take into account players with disability’ characteristics and needs, empha-sizing their potential and modifying the tasks, games and exerci-ses to ensure successful learning outcomes.
3. To supervise basic training activities and training and par-ticipation in inclusive badminton competitions, seeking to foster equality and the safety of the players with disability.
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4. To be familiar with and to apply adaptations to the rules based on the players’ different disabilities and associated needs, mainly in order to ensure qualitative improvements through their participation in competitions.
5. To coordinate the different stakeholders involved in the or-ganization of inclusive badminton activities, in particular in com-petitions (the players, umpires and volunteers).
2.3. Volunteers or collaborators
a) Professional context
The work of a volunteer or collaborator is often carried out by a person with disability’s relatives or friends. They help to ac-company the persons with disability and to assist with any basic needs so that the latter can take part in badminton activities.
In many organizations, particularly associations for the per-sons with disability, these tasks and other more skilled ones are carried out by care professionals.
b) Functions
1. Under the supervision of the sports professional in charge, to help to make the activities more dynamic and to contribute to the person with disability’s full participation in introductory bad-minton activities, occasionally intervening in order to facilitate tas-ks as directed by the said professional.
2. To accompany disability sufferers and to provide backup with mobility and travel so that they can get to the facilities. If applicable, to help create the necessary conditions for the disabi-lity sufferers to take part in the badminton activities.
3. To be familiar with basic aspects of the recognition of disa-bilities, communication skills, and the adoption of any necessary preventive or safety measures during the sports activities.
2.4. Umpires
a) The professional context
These professionals are attached to a sports federation and
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they have specific functions in officiating badminton competitions at both a basic and more advanced level of play.
b) Functions
1. To be familiar with the characteristics of disability sufferers and the main considerations involved in inclusive badminton.
2. To make sure that suitable adaptations are made to the conventional rules so as to ensure equality in matches, depen-ding on the individual circumstances of each match and its pla-yers.
3. BACKUP AND ASSISTANCE FOR THE PERSONS WITH DISABILITY IN BADMINTON ACTIVITIES
3.1. The need to fulfil the social function of inclusion in badminton
The World Health Organization considers a disability to be “a complex phenomenon, reflecting the interaction between fea-tures of a person’s body and features of the society in which he or she lives”. This involves having to face different kinds of obs-tacles (difficulties in doing activities) and limitations in their body functions (problems with everyday situations).
For a person with disability to play badminton, personalized support is very often required, depending on their level of de-pendence. It is important to know what kind of specific support is needed, taking into account the functional limitations associated with different types of disabilities and the specific skills that are needed in badminton.
For inclusive badminton to become more widespread and to be widely played by disability sufferers at all levels, from begin-ners to top-level competitions, and thus to fulfil its main social function, with no limitations on joint participation in activities with other players, adaptations must be made to certain rules or as-pects of the regulations that are a hindrance for them. This must be done from a functional perspective, seeking best sporting
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practices in inclusive badminton.
By building up experience of inclusive badminton in teaching, training and competitions, knowledge can be gained “so that pa-rallel rules can be envisaged in badminton regulations aimed at facilitating inclusive matches”. At a future point, this requirement must come to play a key role in the application of “good practices” in sport, irrespective of any specific competitions that might exist for players with similar disabilities.
Some guidelines are offered below on how to seek the best solution for each individual disability sufferer. The said guidelines also help to clarify any doubts regarding the true potential of inclu-sive badminton. As experience is built up and new proposals are tested out, these guidelines must be improved on.
3.2 Guidelines on the provision of backup for the per-sons with disability in inclusive badminton activities
When a disability sufferer joins in activities for the first time, the first task is to find out the exact nature of their disability so as to:
- Smooth the communication process and relations between the disability sufferer and the professionals in charge of the activi-ties so that the newcomer can successfully acquire the necessary technical skills and strategic knowhow used in the game in order to participate normally with other players.
- Pass on the information to other members of the group who will interact with the disability sufferer, suggesting the best way for them to communicate and behave when carrying out their specific tasks and in relations during activities so as to ensure the best possible outcomes.
- Assign complementary tasks to the disability sufferer, just like all the other members of the group, to contribute to the orga-nization of the activity (erecting the posts and net within the scope of their possibilities, collecting the equipment at the end of the activity etc.).
- Apply criteria aimed at ensuring that standard tasks are
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performed as similarly as possible by both the players with and without disability, seeking how to do this as effectively as possi-ble.
This collaborative group relationship will foster good integra-tion and successful learning processes, helping to ensure that the disability sufferers feel like just any other member of the group.
Some specific guidelines will now be given, depending on the type of disability.
a) Guidelines for backup for disability sufferers with very little mobility in their lower limbs and problems moving about the court.
a.1. Identifying the group. This group is made up of people with reduced mobility in their lower limbs and movement problems caused by neuromusculoskeletal disorders and, occasionally, problems affecting other parts of their body. As a result, generally speaking, they have varying degrees of difficulty in reaching the outer limits of the badminton court.
This group includes:
- People who need a wheelchair to move or to play sport.
- People with a prosthesis for a lower limb(s), who might have difficulty in moving sideways or backwards or in changing direction.
- People with a loss of strength in a lower limb, which affects their mobility and capacity to move around.
- People with cerebral palsy, with sensory or intellectual handicaps of differing degrees, possibly leading to a multiple disability.
a.2. Adaptations. The backup they need will depend on their level of autonomy and functionality. This support might be essen-tial in access to the facilities; use of the changing rooms, toilets and showers; fitting the prosthesis etc.
As for the actual badminton activities, adaptations must be
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made to improve their mobility, depending on the extent of their disability, seeking to ensure equality in games. Based on this pre-mise, adaptations to the size of the court must be considered, together with the best way for them to put into practice the requi-red technical skills and movements. Sometimes, in the case of people with severe movement problems, backup might even be needed on court by helping them to move around or even with shots with the racket.
a.3. Hazards. In all cases, priority must be given to safety. This is vital, given the risk of falls and the person with disability’s difficulty in reacting to such risks, particularly when the fall is on a side where they cannot cushion the impact. In the case of whe-elchair users, the chair must be fitted with an anti-tipping device.
b) Guidelines for backup for disability sufferers with very reduced mobility in their upper limbs.
b.1. Identifying the group. People with movement problems or a prosthesis for an upper limb.
b.2. Adaptations. Backup will mainly be needed to deal with problems in holding the racket or in the wide variety of move-ments that are needed to move about the court and to raise the racket to different positions in order to hit the shuttlecock.
In such situations, it is also important to remember that the upper limbs are needed to maintain a person’s balance when standing in different positions and when moving around, chan-ging direction, stopping, starting etc. Hence, efficient alternatives must be sought in each case.
b.3. Hazards. The player must have a firm balance when they hit the shuttlecock or move around, in order to avoid falls.
c) Guidelines for backup for disability sufferers with sen-sory handicaps.
c.1. Identifying the group. This group includes people with partial sight problems, although their sight will always be sufficient to see the shuttlecock in flight and the boundaries of the court. It also includes people with hearing problems (whether limited or
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severe) and others with combined hearing and sight problems.
c.2. Adaptations
In the case of people with sight problems, the adaptations will depend on their capacity to see the edges of the court and thus to use the whole playing area and the divisions within it. It is impor-tant to use coloured shuttlecocks so that they stand out against the room’s background colours.
In the case of people with hearing problems, generally spea-king, they will not have any movement problems and so no adap-tations to the court will be needed. However, they might have communication problems (language), in which case backup might be needed by people who know sign language. In such an event, when the disability sufferer does not have a cochlear implant or other technical devices to help them hear, special care must be taken to ensure smooth communication with the other players and, above all, to normalize communication between them.
In both cases, it is very important for these people to be able to follow the game or competition through fluid swift communica-tion.
c.3. Hazards. The main hazard, in both cases, is the need for players with sight or hearing problems to have sufficient room so that they do not knock into another player if they fail to detect them.
d) Guidelines for backup for disability sufferers with inte-llectual or cognitive handicaps.
d.1. Identifying the group. This group includes people with neurocognitive problems that affect their intellectual functions, such as people with Downs syndrome, autism spectrum disorder, brain damage and mental illnesses in general, bearing in mind that they may be affected to differing degrees (slight, moderate, serious and very severe) and it might coincide with another disa-bility (a multiple disability sufferer).
d.2. Adaptations
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With the exception of multiple disability sufferers, when each case must be specifically dealt with, intellectual handicaps do not generally affect movement or mobility too much. Consequently, organizational aspects and the materials and tasks (games and exercises) must be adapted to fit in with their motor skills and capacity for comprehension, seeking to ensure good interaction with the rest of the group so that the disability sufferers can bene-fit as much as possible.
In some cases, it will be necessary to simplify the tasks or to break them down so that they complement one another and gra-dually lead to the achievement of the final goal.
To foster group interaction, it is important to ensure that the practice activities that are assigned to the disability sufferer are not very different from those assigned to the other players. The tasks must have a specific goal which everyone is working toward, modifying any aspects that hinder participation or collaboration with the other players when necessary.
In short, collaborative group strategies should be used and a level of difficulty should be set for the tasks that allows everyone to progress in the learning process.
d.3. Hazards.
Generally speaking, there are no implicit hazards in the nor-mal tasks involved in learning badminton or in training, although communication is fundamental in ensuring an understanding of the proposed tasks and in interaction with the rest of the group.
4. BIBLIOGRAPHY
Javier Pérez Tejero, Carmen Ocete Calvo. Chapter 5. Perso-nas con discapacidad y práctica deportiva en España, Libro blanco del deporte de personas con discapacidad en Espa-ña. (Disability Sufferers and Sport in Spain, White Paper on Sport for the Persons with Disability in Spain). CERMI. 2018.
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1.- The goal of the multi-professional team in inclusive bad-minton activities is:
a) To facilitate inclusive badminton activities through the convergence of their functions and skills so as to achieve each activity’s envisaged goals. b) For each professional to apply their functions and skills independently from all the rest. c) For all of them to coordinate, although their functions are carried out separately in an unrelated way.
2.- The general duties of volunteers and collaborators in inclusive badminton are:
a) To attend to, accompany and provide backup for peo-ple with disability so as to facilitate and boost their parti-cipation in badminton activities. b) To organize badminton activities for people with a disability. c) To direct the technical side of introduction-to-badmin-ton activities.
3.- In the case of someone with an intellectual or cognitive handicap, the main adaptations for their participation in in-clusive badminton activities are:
a) To reduce the size of the court. b) To foster interaction with the rest of the players and to provide backup in understanding the tasks and rules. c) To propose the same tasks, not differentiating in any way between the players with or without disability.
4.- In the case of someone with very reduced mobility and problems moving about the court, for their participation in inclusive badminton activities:
a) The court’s reduction in size will be dependent on the other players’ opinions. b) Based on the premises of safety and equality, the
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size of the court will be reduced for the disability sufferer so that they can reach all its outer limits. c) The size of the court will be reduced for the disability sufferer and for the other player.
5.- The person in charge of organizing training activities for the different professionals and of adapting the club’s or-ganizational structure for the incorporation of inclusive bad-minton activities is:
a) The badminton professionalb) Managementc) The umpire
EVALUATION
Unit 3. Local Facilitators of Inclusive Badminton ActivitiesLesson 8. Accompanying and Assisting People with Disability
in Badminton Activities
INCLUSION AS A SERVICE IN BADMINTON ORGANIZATIONS
1. INTRODUCTION2. UNIVERSAL ACCESSIBILITY: MGLC CRITERIA3. UNIVERSAL ACCESSIBILITY IN THE MANAGEMENT OF SPORTS SERVICES4. DESIGNING A PLAN OF ACTION5. ACTION PLAN: INCLUSIVE BADMINTON, BADMIN-TON FOR ALL
5.1. The general objectives to achieve5.2. Analysis of the starting point5.3. The length and timeframe of the action plan5.4. The badminton activities open to people with disabili-ties5.5. Monitoring and evaluating the process5.6. Example of a time schedule for the action plan
6. TO FIND OUT MORE7. BIBLIOGRAPHY8. EVALUATION
8.1. Evaluable task (choose one)8.2. Questionnaire (5 questions, 3 options, just one co-rrect answer)
Specific Module
LESSON 9
Authors: José Luis Hernández Vázquez & Javier Pérez TejeroDURATION: 50´
1. INTRODUCTION
Clubs are organizations whose ultimate goals are to promote sport, to offer the local community sports activities of a particular type, and to provide opportunities to play that sport from beginner level upward. Hence, they play a key role in helping to promote sports activities for everyone, including disability sufferers. That is why, as sports organizations, they must take a stance and ac-knowledge and commit themselves to promoting inclusion at all levels. How should they do this? In this chapter, after looking at some basic legislative criteria and the application of universal ac-cessibility to sports facilities, we take the Universal Transforma-tion Management Framework (UTMF) as our guide, applying this assessment tool, which was developed by the “Universal Fitness Innovation and Transformation” project (UFIT, 2015), to sports clubs.
The aim of the UTMF is to bring about changes in organiza-tions by encouraging reflection on the benefits of fostering diver-sity, encouraging a greater awareness of disabilities at clubs and in the local community, and helping in the adoption of specific measures aimed at offering universal services in all aspects of a club, as well as monitoring and reviewing its practices on an ongoing basis.
This is why, in this chapter, the UTMF is applied to the B4A-LL project with a view to providing clubs and, in particular, their management teams with the knowledge and the necessary tools
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to promote universal accessibility and inclusion in club services. In this way, they can decide in which key areas inclusion and universal accessibility can be fostered, acknowledging the club’s current situation and paving the way for any changes that are needed to ensure its ongoing transformation. Thus, in this chap-ter, key questions will be posed on the inclusive approach that your club takes in its services.
Once the managers of sports clubs have acknowledged what the club’s starting point is, they will need to forge alliances and perhaps enter into agreements with groups of persons with disa-bility, either directly or through local providers of services for the persons with disability (associations, education centres, town councils, etc.). In this process, it is important to involve carers, tutors and associated professionals with whom the persons with disability are in permanent contact.
After acknowledging the club’s current situation with regard to inclusion through a process of reflection envisaged in the UTMF, its management team will be ready to draft a plan of action that specifies how to apply the UTMF to its everyday reality, ideally with the involvement of club collaborators or with the managers of sports facilities where it holds its activities. In this way, the club will become a proud vehicle for fostering inclusion and for pro-moting superior-quality sport, positioning it positively at all levels: in the local community and surrounding area and in the sport in which it specializes, in this case badminton.
Legislative principles on the rights of the persons with disabi-lity.
Sports clubs are private associations founded by a group of people in order to promote one or several types of sports, to provi-de opportunities to play it/them and to take part in sports activities and competitions. These promotional activities are coordinated by sports federations, which are delegated with public authority to organize and promote sport as a common public good. Hence, the legislative principles on the rights of the persons with disability are applicable to the said clubs and to sports federations. Outli-ned below are some examples of these principles:
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• Universal accessibility: With this requirement, environ-ments, processes, goods, products, services, objects, instruments, tools and devices must be understandable, usable and practicable by all people as autonomously and naturally as possible, in conditions of safety and comfort. It presupposes a strategy of “universal design or design for all”, notwithstanding any reasonable adaptations that might need to be made.
• Universal design or ‘design for all’ means the design, whe-never possible right from the outset, of environments, pro-cesses, goods, products, services, objects, instruments, programmes, devices and tools so that they can be used by all people, as widely as possible, without the need for their adaptation or specialist design. Universal design or design for all also encompasses aids for specific persons with disability’s groups, when required.
• Reasonable adaptations are modifications and adapta-tions to a physical and social environment and to attitu-des to meet the specific needs of people with a disability, without imposing a disproportionate or undue burden, in efficient practical style so as to facilitate accessibility and participation and to ensure that persons with disability can enjoy or exercise all rights in equal conditions with ever-yone else.
Most newly built sports facilities already meet the criteria of universal accessibility. In older facilities, however, steps must of-ten be taken (reasonable adaptations) to make them more acces-sible so that they can be used and enjoyed by everyone. When the principles of universal accessibility are applied to public buildings, including sports facilities, the following criteria must be met:
2. UNIVERSAL ACCESSIBILITY: MGLC CRITERIA
A sports hall, gymnasium, stadium or sports facility of any kind that is used by the public is a part of everyday life, and so anyone whatsoever should be able to travel to it, have access to
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its facilities and carry out activities there unhindered. Universal accessibility is a fundamental requirement for persons with disa-bility to be able to make use of sports facilities. Universal access to an environment or urban space should be construed as a chain of interconnected elements whose separate access is dependent on the accessibility of the whole ensemble. Just one of the said elements can make the whole ensemble inaccessible. That is why recommendations regarding sports facilities or any other kind of building or urban space must be made from a global perspective, guaranteeing all users’ safe, comfortable, equal access, use and abandonment of the facilities.
To assess whether an environment is suited to its intended purposes, a set of specific adaptability requirements must be taken into account so as to guarantee Moving, Grasping, Loca-tion and Communication (MGLC, AENOR, 2007) in activities the-re. MGLC criteria can be explained and applied as follows:
- Moving: The action of moving from one place to another, either horizontally or vertically. This criterion can be applied to floors (flooring, uniformity, slipperiness), manoeuvrability (size, obstacles, furniture, supports, seats), circulation areas (spacious-ness, doors and closing systems) and changes of plane (stairs, ramps, lifts). For instance, a user with disability of a sports centre should be able to be autonomous and to move about safely (in access to the centre and in use of the changing rooms and sports areas).
- Grasping: The action of grasping or taking hold of some-thing. This criterion can be applied to all the components of a process, all of which must be within reach of users (door bells, push buttons, door knockers, taps, buttons, switches, knobs etc.). All the components and hand-operated devices must be easily usable by people who have movement problems, both in terms of their height and depth. They must have something to grasp in the form of handrails, hand grips, support bars etc. For instance, a wheelchair user in a sports centre must be able to use any push buttons, taps, door catches or lockers in an easy, autonomous way.
- Location: The action of locating exactly where something
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or someone is. Adequate lighting, directional signage (of places and rooms), information (posters, panels etc.) and emergency warnings (acoustic and visual) must be provided. For instance, a person with a sensory handicap must have sufficient lighting in the place where they do a sports activity, and a person with an intellectual handicap should have easy explanations at their dis-posal on the use of the facilities, its layout, and the services the sports club offers.
- Communication. The action of exchanging all necessary information for an activity to be carried out. This communication might be non-interactive (panel-type signage, other means of gra-phic or written communication, luminous, acoustic or tactile signs etc.) or interactive. Interactive communication can be divided into interpersonal communication (customer care, verbal communica-tion, sign language, a hearing loop etc.) or one-directional com-munication (buttons, keyboards, panels, touch-sensitive panels, leaflets, plans, catalogues, acoustic alerts, Braille, or the promo-tion of user-friendly systems).
OUTDOOR ACCESS AREAS ENTRANCES LOBBY &
RECEPTIONINDOOR ACCESS
AREASSPORTS
FACILITIES
VCHANGING ROOMS & SHOWS
Figure 1. Areas where MGLC criteria must be applied to sports facilities (CSD, 2009).
Figure 2. On the left, accessible main entrances: at the top, an entrance on the same level as outdoor areas and, below, lateral access via a ramp. On the right, a reception desk with a lower part (at the top) and a wall panel with colour contrasts (below).
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Figure 3. International symbol of access (ISA on the left), a more active symbol of perso-nal autonomy (centre), and symbols for the visually impaired (right).
Figure 4. Symbols of access for the hard of hearing: hearing loop (on the left), use of sign language (centre), and symbol of access for cognitive disabilities (right).
3. UNIVERSAL ACCESSIBILITY IN THE MANAGE-MENT OF SPORTS SERVICES
Sports organizations – in particular, clubs– that take a strate-gic decision to guarantee equal access to their facilities and equal use of them and, by extension, equal use of the goods and ser-vices they offer (in this case a particular type of sport) must take steps to ensure universal access to them.
To tackle the issues of accessibility, personal autonomy and inclusion in sport, the “Universal Fitness Innovation and Trans-formation” Erasmus+ project (Carthy et al., 2015) developed the Universal Transformation Management Framework (UTMF, Mas-deu et al., 2019), aimed at smoothing the transition toward inclu-sive sports services by clubs and at acknowledging and fostering inclusion in all areas in which clubs are involved on a day-to-day basis so that access to their facilities and participation in their activities are extended to all members of society, in particular the persons with disability. The UTMF contemplates various key as-pects that an organization must acknowledge and tackle in order to offer superior universal services. The framework can act as a guide in the inclusive practices that an organization must sys-tematically follow in order to guarantee universal services. The
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UTMF fulfils a practical role in the planning, execution and eva-luation of steps taken by organizations.
Thus, the UTMF is aimed at managers of sports organiza-tions, since it encompasses corporate and strategic aspects that are required for an organization to give priority to inclusion and diversity. It can also be a very valuable tool for sports professio-nals and coaches in order to understand the scope of the services on offer. The UTMF is designed to act as a sequential process for organizations based on the following phases:
• Contemplation phase: Firstly, to reflect on the value of in-clusion and its recognition at the organization (first stage, through the three Vs): verification, value proposition and vision.
• Action phase: The following phase, where an assessment is made of different aspects of the organization (the eight Ps) in which inclusion can be integrated on an everyday basis. This is followed by the proposal of changes. The aspects that are reviewed and adapted are philosophy, politics, programmes, promotion, processes, places, per-ceptions and people.
• Maintenance phase: Lastly, it is essential for any changes to be maintained so as to ensure ongoing improvements, and the new approach must be evaluated and monitored (through the three Is: implementation, impacts and inno-vation) in order to guarantee and consolidate it.
This is an open-ended process which requires ongoing re-views of the 14 components (the 3 Vs, 8 Ps and 3 Is) in order to achieve universal accessibility and superior-quality sports servi-ces. While all the components are equally important, a club might decide to give priority to one aspect or to a different one at ano-ther point in time. Clearly, the application of the UTMF must lead to a plan of action by the organization.
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UTMF stage
Stage of behavioural
changesObjective UTMF aspects Objectives
3 Vs
Pre-contem-plation Contempla-tion Decision
To reflect on the organization’s current attitudes & practices
Verification Research to boost the number of users.
Value proposition To reflect on the benefits of inclusion for the organization
Vision To be determined to adopt a universal approach.
8 Ps Action
To take the necessary steps to introduce universal services
Philosophy To adapt the organization’s mission and values to make them more universal.
Processes To improve or adapt approaches so as to facilitate inclusion.
PoliciesTo revise or draft policies aimed at guaran-teeing equal opportunities for participation and personal autonomy.
People To welcome diversity: the organization’s users, workers, and interest groups.
Perception To acknowledge the expectations and attitu-des of all the organization’s stakeholders.
Promotion To be predisposed to welcome each and every person.
Places To make the facilities and equipment acces-sible and usable.
Programmes To develop programmes with differing levels of difficulty.
3 I’s
Maintenance Readapting / restarting
Consolidating & improving the changes introduced during the previous stages
Implementation To design strategies to implement the envi-saged services, bearing in mind the 8 Ps
Impact To monitor and assess what has been done.
Innovation To apply originality in the changes to be implemented.
Table 1. Stages, goals and aspects of the UTMF (adapted from UFIT, 2015; Masdeu, 2019).
An outline will now be given of each of the components of the UTMF:
Contemplation phase (the 3 Vs).
• Verification: An organization’s unwillingness to change the way its leisure services are offered is seen as a barrier for the provision of inclusive services (Schleien and Miller, 2010). Hence, during this phase, the organization must evaluate to what extent its services are currently commit-ted to inclusion in sport.
• Value proposition: This indicates the value or benefit of
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taking an inclusive approach. For some, the value lies in taking a central role in an advanced society. For others, it is the use that different sectors of the population can make of its resources. This is an approach that must be defined by each organization.
• Vision: This is a willingness to embed an inclusive ideology in the initiative and/or organization’s underlying philoso-phy. In this phase of the organization’s management, it is capable of acknowledging the benefits of inclusion and of beginning to contemplate the possibility of taking a more universal approach in order to adapt the organization to any member of the community.
Action phase (8 Ps):
• Philosophy: This is a concept very closely related to vi-sion. A project or an organization’s philosophy must reflect its underlying values, ideology and beliefs, characterized by the provision of top-quality sports services to all mem-bers of the community. It acts as a guide in the work of tho-se involved in the implementation of different measures.
• Processes: These are the methods that are used to put inclusion into practice and to promote personal autonomy and accessibility in all the organization’s processes. The methods and approaches must be described, reflecting on the mechanisms that must be used to achieve its mission.
• Policies: These are the decisions that drive action. When they are written down, they become a statement of intent used as guidelines in procedures. Policies describe what must be done within an organization to improve the quality of its services for current and potential users. They outline the allocation of resources needed to fulfil the mission and goals on which the organization’s philosophy is based.
• People: They embody its philosophy, processes and poli-cies. People are the most valuable asset to any organiza-tion or initiative, and they encompass its staff, partnerships and interaction between them. A sports club provides ser-
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vices for people by people. That is why people are at the heart of the UTMF and all the rest of the components re-volve around them. As an organization, a club must strive to provide top-quality services, offering all its members the opportunity to achieve their full potential. The staff must be qualified, competent and able to reflect on the organi-zation’s values. They must be given continuous training in order to guarantee the skills that are required for the envi-saged superior services, boosting the workers’ vocation to serve the club’s users and, by extension, the community and teaching them to be flexible in diagnosing situations and making any pertinent adaptations.
• Perceptions: This means acknowledging all the stakehol-ders’ expectations and attitudes. It is important to unders-tand what perception users and the local community have of their experiences of the club and what influences deci-sions to join it. Perception is what people, including users, think about an organization, based on their experience and expectations. It is a changing variable, influenced by a variety of internal and external factors, leading to the for-mation of expectations and attitudes. A club’s “reputation” plays a key role in attracting new members, particularly the persons with disability.
• Programmes: These are the activities or services that are organized by a club to meet its members’ needs and ex-pectations. Based on this, different programmes of sports activities or opportunities to participate in sport must be offered. Sanz and Reina (2012) give one example of how sports activities can be adapted to take into account mem-bers with disability of the community, describing different types of programmes to suit differing needs: specific (or separate) programmes, parallel programmes, integrated programmes and inclusive programmes (see Figure 5).
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Figure 5. Types of physical activity programmes adapted for the persons with disability (Sanz & Reina, 2012).
• Promotion: This consists of efforts to draw attention to the facilities and services that are offered, raising people’s awareness of the added value that the club offers and be-nefits of taking part in its activities. This implies fostering a closer understanding of the organization’s work and the advantages it offers. It is a means of making its services and philosophy known through activities like marketing, advertising, the club’s social networks, the media, news-papers, events etc. with a view to engaging and retaining users and attracting future new ones.
• Places: This refers to the facilities, amenities, environ-ment and geographical scope of inclusive sports activities. A place’s accessibility is dependent on factors like cost, design and location. Universal Accessibility is essential in guaranteeing inclusion. An accessible environment facili-tates personal autonomy and the capacity for active parti-cipation. All the points highlighted in the previous section (MGLC criteria) are fundamental.
The maintenance phase (the 3 Is): This consists of maintai-ning the changes that have been made and consolidating the new approach taken by the organization, as well as assessing the whole process and being creative in the application of the new
Separate programmes Parrallel programmes
Integrated programmes Inclusive programmes
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measures within the organization.
• Implementation: Inclusion will occur through the plans’ im-plementation and it must be planned right from the outset. A universal approach not only implies reflecting on chan-ge, but on permitting change through the design of new strategies. It is important for these new strategies to be understood by all members of staff if they are to be suc-cessfully adopted. The implementation phase will require prior budget planning.
• Impact: Performance indicators must be found to provide progress updates. The 8 Ps can guide this monitoring pro-cess. It is important to monitor and assess the differences that have been achieved through the different steps that have been taken, as well as deciding whether these chan-ges are the desired ones. This is essential in good reten-tion rates, and in adherence to professional norms and the internal goals on which the organization’s quality strategy is based in order to help guarantee a competitive edge.
• Innovation: Change calls for innovation. This can entail a totally new approach to how services are provided or the adaptation of approaches that have worked elsewhere, putting them into practice in a new way in a new context. Innovation must lead to progress in the components of the UTMF in order to improve the club’s services through its approach to diversity.
All these components of the UTMF are closely interlinked and they are all equally important (see Figure 6 below). The organiza-tion will be in a constant state of change and all the components will need to be continually revised. The UTMF model can be a dri-ving force in fostering inclusion at a club, bringing about positive changes within it and positioning the club in the local community. To promote change, a club must reflect on its organizational prac-tices. An interest in wanting to know more about the UTMF and in its application shows that you and your organization are thinking about improving the services it offers and opening it up to more users, in particular the persons with disability.
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The model’s different components must be individually asses-sed as a means of organizing your thoughts and perceptions of the club’s current position with regard to members with disability of the community. This evaluation will act as a starting point for preparing the scenario to be analysed by the club’s managers; the first step in the development of a plan of action to foster inclu-sion at the club. A basic example of how to evaluate the model’s components is shown in Figure 7.
Figure 6. Components of the UTMF (UFIT, 2015).
Figure 7. Proposal for evaluating the compo-nents of the UTMF at clubs.
VERIFICATION
IMPLEMENTATION IMPACT INNOVATION
PHILOSOPHY
VALUE PROPOSITION VISION
PEOPLE
PROGRAMMES
POLICIES
PROMOTION
PLACESPROCESSES
PERCEPTIONS
4. DESIGNING A PLAN OF ACTION
Following the above evaluation, within a certain period of time contact must be made with local providers of services for the per-sons with disability and/or with associated professionals who can help you to get in touch with members with disability of the com-munity wishing to have access to the club’s services. It is impor-tant to note that in this bid for inclusion, your club will act as a link with providers of services for the persons with disability and other interested parties from the local community.
If you have already worked with some local groups, why not strengthen these links and extend them to others? Perhaps it is time for your organization to start to work with the persons with disability and for your staff and sports professionals to regard it as an opportunity, since, increasingly, disability sufferers are ignored
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in the provision of sports services and they play sport far less frequently. Over the course of time, efforts must be made to boost the participation of persons with disability at your club at all levels.
It is important for all the stakeholders to be aware of their ro-les and responsibilities. It might be a good idea to hold a series of meetings with organizations that could collaborate with you and to draft a service-supply agreement or plan of action for their co-llaboration. As well as making contact with providers of services for the persons with disability, you must act as a link with profes-sionals, parents, educators, carers, personal care-workers and other relevant allies. These stakeholders can also be important facilitators and references points, ensuring that the initiative and its benefits reach target users. They can also be involved in the design of the club’s plan of action or help in the assessment of the facilities, depending on the needs of a particular set of users.
Lastly, it might be a good idea to hold informative sessions or open days for providers of local services for the persons with disability so that they can find out what your club can offer and what they can do to help the club meet its members’ needs. They are often delighted to assist in boosting participation in sport by persons with disability.
5. ACTION PLAN: INCLUSIVE BADMINTON, BAD-MINTON FOR ALL
When an action plan is devised by a club, aimed at offering a clear programme of inclusive activities and at forging an inclusive reputation in all the club’s different areas, steps of all kinds must be taken that can help to achieve this goal. Outlined below are the basic factors involved in specifying a plan of action coherent with the club’s possibilities.
5.1. The general objectives to achieve
The aim of the action plan is for people with a disability to be able to play badminton and for the club to adopt and promote an inclusive model in its sports activities. Based on this main premise, the goals to be achieved will be defined, taking into ac-
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count the club’s characteristics. These goals must be realistic and achievable, coherent with the club’s size, and evaluable (e.g. the types of activities to be held, the place where they will be held, the number of participants etc.).
5.2. Analysis of the starting point
Before the steps to be taken are specified, there must be a process of reflection on the club’s real circumstances so as to ensure the action plan’s success.
For instance:
- Does your club have disabled access to its facilities?
- If necessary, can you count on external assistance and collaboration to boost the club’s own resources?
- If specific materials are needed, do you have the neces-sary resources to get them or can you use existing ones at the club?
- Are the people in charge of the activities trained in inclusi-ve badminton or is there a plan to provide this training?
- Does the club have links with people with a disability who would be interested in playing badminton or with their relatives, or else links with organizations who work with such groups?
- etc.
5.3. The length and timeframe of the action plan
The action plan must preferably be programmed according to sports seasons, establishing certain time periods (cycles) for activities to be held, bearing in mind the sequence that they must follow so that ensuing challenges can be tackled at later points.
As headway is made in achieving the set goals, a new propo-sal must be made for the following season in order a) to meet any unaccomplished goals, b) to define new ones, based on those that have already been achieved, so as to extend the number of activities, c) to incorporate new activities, d) to extend the number of participants with a disability, and e) to incorporate people with
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other types of disabilities.
5.4. The badminton activities open to people with disabi-lities
The activities can be very different in type, but they should be planned in a sequential way so that they build on one another. Among other possibilities, we suggest:
- Activities aimed at raising people’s awareness of joint bad-minton activities featuring players with a disability. In this case, these initiatives can be focused on certain groups (schoolchildren of different ages) or they can be open sessions for people from different bodies.
- Introductions to badminton for groups of people with a disability. These activities can be organized in collaboration with associations or centres for people with a disability. They will pro-mote the sport and facilitate the incorporation of people with a disability in clubs and bodies specializing in badminton.
- The announcement of badminton competitions based on an inclusive model, with the participation of people with a disabi-lity alongside non-disabled competitors.
- Training in inclusive badminton for staff from the club.
- Ongoing programmed inclusive badminton classes and training sessions, where people with a disability participate along-side other non-disabled players for the whole sports season.
5.5. Monitoring and evaluating the process
The monitoring process involves checking that each planned event is held and recording the outcomes, in terms of the number of participants and the level of assessment of the activity. The evaluation process entails gathering data in order to find out whe-ther the objectives of the activity have been achieved in terms of the participants, their profiles (sex, age, disability etc.), and their assessment of the event.
5.6. Example of a time schedule for the action plan
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The action plan should be based on a time schedule, showing all the activities and time periods when they are expected to take place. A simplified model should be chosen so that all key as-pects are reflected and the monitoring process does not require too much effort. The example shown below is for a club that is planning to introduce inclusive badminton for the first time. On completion of the plan (at the end of the sports season), the aim is for people with a disability to have taken part in its activities and for an inclusive badminton competition to have been organized.
Table 2. Required steps to introduce badminton for people with a disability at a club.
Cycle Type of activity and target group Place Person in charge No. of activities
1st term
Contact with organizations to agree on activities. Mana-gement
Agreed meeting point Club management Different associa-
tions
Introductory badminton acti-vities for people from asso-ciations for the disabled.
Sports hallTechnical professionals from the club and the association
2 weekly one-hour sessions
Boosting schoolchildren and club members’ awareness of inclusion in badminton.
Classroom or room for the talk and sports hall for the activities.
Technical professionals from the club and the association
1 theoretical session and 1 practical ses-sion
2nd termThe incorporation of people with a disability in the club’s activities.
Club sports hall Technical professionals from the club
As per the club’s or-ganized classes and training sessions
3rd term
An inclusive badminton competition open to club members, with other clubs and people with a disability. For different ages (children, adolescents, adults and the elderly)
Sports hallTechnical professionals from the club promoting the competition
A competition, es-tablishing the cate-gories or groups of categories.
6. TO FIND OUT MORE
Spanish Paralympic Committee (2018). Manual on universal access to sports facilities. Available at: https://video.grupocto.com/videosEspecialidades/mauid/MAUID.html
Sport England (2010). Accessible sports facilities. Availa-ble at: https://www.sportengland.org/how-we-can-help/facili-
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ties-and-planning/design-and-cost-guidance/accessible-facilities
7. BIBLIOGRAPHY
Consejo Superior de Deportes (CSD, 2011). Buenas prácticas de accesibilidad en instalaciones deportivas. Madrid: Spanish Ministry for Sport & Education
Nieves, A., Carreiro, P., Arceo, M. (2014). Comprendo mi entorno. Manual de accesibilidad cognitiva para personas con TEA. Galicia Autism Federation. Available at http://www.autismo.org.es/sites/default/files/comprendo_mi_entorno._manual_de_accesibilidad_cognitiva_para_personas_con_tea.pdf
Spanish Royal Legislative Decree 1/2013 of November 29th by virtue of which the amended text of the General Act on the Rights of the Disabled and their Social Inclusion is approved. Spanish Official Gazette (BOE) no. 289 of December 2013.
Schleien, S.J. & Miller, K.D. (2010). Diffusion of innovation: A roadmap for inclusive community recreation services. Re-search and Practice for Persons with Severe Disabilities, 35(3-4), 93-101.
Yélamos, G. M., Carty, C., Moynihan, Ú., & O Dwyer, B. (2019). The Universal Transformational Management Framework (UTMF): Facilitating entrepreneurship in and through sport to leave no one behind. Journal of Entrepreneurship and Public Policy, 8 (1), 122-146.
VVAA (2015). Universal Fitness Innovation and Transformation. UNESCO Chair, ITT Tralee. Ireland. Available at www.just-doufit.com
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EVALUATION
8.1. Evaluable task (choose one of the following)
1. In order to assess how accessible your sports club’s facilities are, apply practice exercise 1 (see attached docu-ment) to your club.
2. Apply practice exercise 2 (see attached document) to your club and find out to what extent your club’s services currently foster the integration of persons with disability of the community.
8.2. Questionnaire (5 questions, 3 options, just one correct answer)
1.- Universal design or design for all is a strategy that is applied to foster:
a) Universal accessibility.b) Reasonable adaptationsc) The normalization principle.
2.- A situation in which a person with disability has deci-sion-making capacity over their own life and participates actively in community life in accordance with the right to the free development of personality is known as:
a) Independent living.b) The normalization principle. c) Personal autonomy.
3.- When sports facilities are designed, key criteria gover-ning adaptability are:
a) Personal autonomy, quality of life and Independence. b) Enjoyment of sport, travel, location and communica-tion. c) Moving, grasping, location and communication.
4.- In analyses of universal accessibility in the mana-
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gement of sports organizations, the contemplation phase deals with the following:
a) People, products and places.b) Verification, value and vision.c) Implementation, impact and innovation.
5.- Fostering accessibility in clubs and offering sports servi-ces for the persons with disability entail:
a) Organizing informative sessions about the available sports programmes. b) Fostering communication with local associations for the persons with disability. c) Both the above answers are correct.
EVALUATION
Unit 3. Local Facilitators of Inclusive Badminton ActivitiesLesson 9. Inclusion as a Service in Badminton Organizations
Specific Module
UNIT 4
INCLUSIVE PRACTICES IN BADMINTON
LENGTH: 5 HOURS
ADAPTATIONS FOR INCLUSIVE PRACTICES IN BADMINTON
1. INTRODUCTION2. EQUAL CONDITIONS AND NO HAZARDS 3. ADAPTING THE SIZE OF THE COURT
3.1. General criteria for establishing the players with disa-bility’ playing area 3.2. Adaptations to the court for different types of matches3.3. Playing areas for players with disability in inclusive matches
4. CONSIDERATIONS REGARDING OTHER ADAPTA-TIONS
4.1. Inclusive matches4.2. Tournament brackets4.3. Rules of the game4.4. Materials4.5. Communication4.6. Age categories4.7.Doubles matches
5. CONSIDERATIONS REGARDING THE ORGANIZATION OF COMPETITIONS
5.1 Competition announcements5.2. Managing inclusive competitions
Specific Module
LESSON 10
Authors: José Luis Hernández Vázquez & Eduardo Hernández ZabaraLENGTH: 120´
5.3. Adapting the rules for matches 5.4. Team-based competitions
6. TO FIND OUT MORE7. BIBLIOGRAPHY8. EVALUATION
1. INTRODUCTION
Inclusive badminton is not designed to be alternative to adap-ted badminton (between people with a similar disability), but to explore the changes that are needed to introduce criteria for the application of adaptations so that players with or without disability can participate together in all badminton activities.
Inclusive badminton must therefore be understood within the framework of conventional badminton, but with the introduction of certain adaptations when players with disability participate so that they can be fully integrated in such activities with their non-disa-bled peers. In this way, this will boost their opportunity to take part in sporting activities.
In short, in order to facilitate inclusion in training activities and badminton competitions, it is important for people to understand that all the participants’ collaboration is needed so that they rea-lize what is involved in participation by players with disability. For the success of any inclusive badminton activity, all the partici-pants’ collaboration is required because they must understand and facilitate the integration of handicapped players in all the ac-tivities.
The aim is to make training and competing alongside other players a habitual practice, under the same system and with just minimum modifications, understanding what the inclusive model means and helping to introduce a form of competition in keeping
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with the principles of the United Nations’ Convention on the Ri-ghts of Persons with Disabilities, which all countries have gradua-lly adopted.
In this lesson, a description is given of several different adap-tations, always remembering that the possibilities of each indivi-dual disability sufferer must be analysed and any decisions based on this.
2. EQUAL CONDITIONS AND NO HAZARDS
On the premise that equality is construed to mean a strategy aimed at adapting tasks to fit in with the capabilities of each indivi-dual person with disability in order for them to learn the necessary badminton skills, different modifications can be made to try and equalize the players’ level of difficulty in playing and moving about the court.
By taking into account these general criteria, this can easi-ly be achieved in badminton by adapting the size of the playing area, using the demarcated parts of the court, and by altering the focus of learning and training tasks to make them more effective for people of differing capacities.
In this general strategy to introduce certain modifications so as to create favourable participatory conditions compatible with conventional competition formats, some basic requirements must be fulfilled:
- To seek to achieve equality in activities, whether they are beginner or training activities or competitions, with a global vision of what is possible in badminton;
- To reduce the risk of falls, making sure that with any adap-tations, the possibilities of an injury are minimized;
- To make sure that all the players, particularly the ones without disability, understand and collaborate in introducing the adaptations.
For there to be possibilities of success, it is important to be
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aware of each individual’s specific disability in order to seek out ways of achieving equality in joint badminton activities with other players.
By applying a strategy of equality, the disadvantages that pla-yers with disability face can be offset by striving to equalize the different participants’ possibilities and the effort that is needed in both training and competitions.
The idea is to try and neutralize the disadvantages of having a disability. This is possible through inclusion. Even though initially many players might not understand the notion, efforts must still be made to work toward this goal.
Applying equality criteria means making sure that disability sufferers participate in activities on an equal footing.
One basic premise is all important in this adaptive strategy. If conditions are to be established to try and equalize the players, the risk of falls must be avoided in the case of players particularly prone to falling over or less able to protect themselves (hemi-plegia, paresis, etc.), and so any risk factors must be taken into account and mitigated. In the case of people with movement pro-blems in particular, any modifications should mainly focus on the size of the playing area in order to avoid situations where falls might occur.
3. ADAPTATIONS TO THE SIZE OF THE COURT
The playing area’s adaptation will depend on the extent to which a player’s disability affects their mobility and capacity albeit with effort) to reach the boundaries of their assigned area. This can be achieved by choosing the sections into which the court is divided in order to differentiate which areas correspond to the player with disability.
The court’s different demarcated regulatory divisions must be used to assign a playing area to the player with disability so that they can reach the shuttlecock in any part of the assigned area. In this way, the effort they make will be equivalent to that of a player
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without disability.
In inclusive badminton competitions, some matches will take place on courts with reduced playing areas and others will not, depending on the players. The dimensions will depend on the player with disability’s level of mobility, trying to mitigate any risks and making sure that the player can defend the whole of their playing area. No difference will be made in the case of wheelchair users, because the playing areas of different types of matches should not represent a problem for them, depending on the pla-yer’s skills in manoeuvring the chair.
3.1. General criteria for establishing the players with disability’ playing area
In inclusive matches, the playing areas on badminton courts will be established by using the areas defined in the regulations.
The two main premises for defining the playing areas, as des-cribed above, are:
a) to avoid falls by players, and
b) to try and equalize the conditions of play and the competi-tion conditions.
3.2. Adaptations to the court for different types of mat-ches
a) The surface of the court for singles matches.
► The playing area for participants with disability can be any of the existing playing areas on the court, depending on their mobility.
► The playing area for players without disability is the whole surface area established in the regulations for singles and doubles matches.
Hence, the player without disability will always have to hit the shuttlecock into the demarcated smaller playing area assig-ned to their opponent with disability. In contrast, the player with disability can hit the shuttlecock into any part of their opponent’s
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playing area.
b) The surface of the court for doubles matches.
Players with disability.
► Generally speaking, the player with disability will be assig-ned the same demarcated area as for singles matches.
► When two players with disability are playing together, each one’s playing area will be the same as that assigned in singles matches.
Players without disability.
► The whole surface of the court established in the regula-tions for doubles matches will be used. If the person with disabi-lity’s partner has no problems moving about the court, they must use all of it, unless it is agreed prior to the match that they will also be excluded from the area or areas not used by their partner with disability.
Special cases, as previously agreed by the opponents.
The player without disability can agree upon the use of valid areas for them outside the boundaries of their partner with disa-bility’s playing area, in which case this must be envisaged prior to each match and made known to all opponents.
3.3. Playing areas for players with disability at inclusive matches
Any adaptations must be based on the general criteria to be applied, case by case. These adaptations will mainly apply to players with a physical disability who cannot reach more distant points due to their limited mobility or movement problems. As a result, the playing area will be reduced to try and equalize the conditions of play.
At conventional para-badminton competitions, players with a physical disability are classified in different functional categories, depending on their level of mobility. Something similar could be done by the badminton expert in charge of badminton classes or
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B.1. Relatively restricted arm and leg movements in tra-vel forwards and backwards and in reaching high shots.
B.2. More distant shots on both sides can be reached.
.
C.2. Restricted arm and leg movements in travel forwards and backwards and in reaching shots at the back of the court.
C.2. Shots to the back of the court can be reached.
B. Relatively reduced mobility
C. Reduced mobility in travel forwards and backwards
C.1 C.2
training sessions, finding out to what extent the players’ mobility is affected in their arms, legs or both or whether they use a wheel-chair by doing a few simple tests in the form of different exercises or trial movements round the court.
Several different options are outlined below, all relating to the level of mobility and capacity to move about the court.
A.1
A.2
A.1. Very restricted arm and leg movements in travel forwards and backwards and in reaching to high shots.
A.2. More distant shots on both sides can be reached.
A. Very reduced mobility
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D.1. Restricted arm and leg movements in travel si-deways and in reaching lateral shots.
D.2. Shots a bit farther away on both sides can be reached.
D. Reduced mobility sideways
E.1. Few mobility pro-blems, but difficulty in reaching shots at the back of the court.
E.2. No mobility problems. A normal playing area.
E. For players with few mobility problems
4. CONSIDERATIONS REGARDING OTHER ADAP-TATIONS
There will be inclusive situations of play in beginner and trai-ning activities and in competitions, and so “inclusive adaptations” shall be understood to mean those adaptations that are made when a player with disability is involved. In the case of competi-tions, there will be “inclusive matches” when the players include a person with a disability.
An explanation will now be given of different applicable crite-ria. New criteria might be added as new situations occur. Genera-lly speaking, these adaptations relate to:
- The surface of the court, depending on the players’ mobili-ty.
- The height of the net or position of the posts.
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- The fact that just one player serves, whether or not they won the previous point (in beginner activities or in the case of players with severe mobility problems).
4.1. Inclusive matches
In inclusive matches, adaptations will be made to the playing area and other rules, depending on the type and level of disability of the people taking part in them.
Before each match begins, an explanation must be given of why the playing area has been adapted or, if applicable, why cer-tain rules have been modified, accounting for these adaptations by relating them to the player with disability’s constraints due to the type and level of disability, whether physical or of another kind.
4.2. Tournament brackets
The tournament brackets will not be modified and they will fo-llow the normal format of the chosen type of competition, althou-gh matches featuring players with disability must be highlighted so that the players can be informed, if necessary, of any adapta-tions that will be made, always dependent on the said person’s type and level of disability.
4.3. Rules of the game
As for the number of matches and score system, no modifica-tion will be made to the standard system.
Nonetheless, with the agreement of the opponents and their associated badminton experts, a handicap can be applied in the score system so as to equalize the conditions as far as possible.
The diagonal serve will be maintained, together with the chan-ge of service court after each point.
In some very special cases, due to a severe disability or at initial beginner levels, some rules might be adapted. For instance,
a) The player without disability can always serve.
b) The serve can be made in the most efficient way by the
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player with disability, depending on their disability and level of mobility.
c) The general criterion regarding the change of service court for each serve is maintained.
4.4. Materials
In the case of players with a physical disability, they will use whatever equipment or materials are needed to allow them to move about safely, such as a wheelchair or prosthesis.
In the case of players suffering from autistic spectrum disor-der, pictograms can be used to facilitate communication and their understanding of different situations of play and the rules of the game. In the case of intellectual disabilities, emphasis will be pla-ced on explaining and adapting tasks and on support in inclusive matches (the change of service court, score system etc.).
As for the rackets, the players can use rackets that allow them to put the basic skills of the game into practice on an equal footing with other players, for instance by using short ones.
4.5. Communication
In the case of players with hearing problems, assistance will be given with communication so that the match goes smoothly, with the support of a relative or volunteer if possible.
In the case of people with an intellectual disability, on some occasions, the umpire will need a relative or volunteer’s assistan-ce to help with communication.
Whenever a volunteer is needed to facilitate the participation of a person with communication or comprehension problems, their presence next to the court will be authorized in the best pla-ce for them to provide the necessary support.
4.6. Age categories
Given the problems in access to sport that persons with disa-bility still face, sometimes also aggravated by difficulty in acqui-ring the necessary skills, exceptions might be made to the age
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limitations in each category.
4.7. Doubles matches
In doubles matches (male, female and mixed) featuring a pla-yer with disability, any necessary adaptations will be made for them, while their partner will play under standard conditions. For instance, a player with mobility problems will have a smaller pla-ying area, but their partner will not.
5. CONSIDERATIONS REGARDING THE ORGANIZA-TION OF COMPETITIONS
5.1. Competition announcements
Announcements for inclusive competitions must clearly show that players with disability can take part, adding “inclusive” to the title and clarifying this in the corresponding section.
Likewise, in competition registration forms, the necessary sections will be added to identify entrants with a disability. The type and level of disability must be ascertained from the club or person registering the entrant in order to take into account any necessary organizational measures.
A medical report specifying the disability and level will only be necessary to apply for federated membership.
5.2. Management of inclusive competitions
The competition’s organizing committee will include a person or people to provide support for the inclusive matches, to establi-sh any adaptations that are needed for the players with disability, and to provide guidance to the person supervising the competi-tion.
Depending on each specific case and the level of disability, whenever necessary, the coach can be accompanied by another person to assist in communicating with the player with disability, for example in the case of a player with hearing problems or an intellectual handicap.
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5.3. Adapting the rules at events
Prior to each inclusive event, the players will be given an ex-planation of the adaptations to the rules, based on the type and level of disability. At events where the organizers deem it appro-priate, the parents or relatives accompanying the player with disability can be present.
a) In singles matches, an explanation will be given of adapta-tions to the size of the playing area, to serves, and to the authori-zation of a person to assist in communication with the player with disability.
b) In doubles and mixed doubles matches, reductions to the size of the playing area must be specified and details of any su-pport required by players with an intellectual disability.
It will be made clear that the other rules have not been modi-fied in any way and so, generally speaking, the rules of conven-tional matches will be maintained.
5.4. Team competitions
a) The composition of teams.
- The number of players with disability in teams must be es-tablished (minimum), bearing in mind the number of competition matches.
- In the case of junior categories, it is important to take into account whether different ages are allowed for the players with disability, extending the applicable age limits for teams whenever necessary.
b) The number of matches featuring players with disability must be established; for instance, at least one singles match and another doubles one, depending on the number of envisaged matches:
- Competition of 7 matches (2 male and 2 female singles, 1 male and 1 female doubles match and 1 mixed doubles match).
- Competition of 5 matches (1 male and 1 female singles, 1
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male and female doubles and 1 mixed doubles).
- Competition of 3 matches (2 singles and 1 double).
These different options will depend on the players with disabi-lity’ possibilities of registering, and options can be incorporated to facilitate inclusive competitions.
6. TO FIND OUT MORE
San Isidro 2015 Popular Inclusive Badminton Championship https://www.youtube.com/watch?v=A2dIUDJh6Wo
Videos of inclusive badminton competitions
https://www.youtube.com/watch?v=oWlD21jLyWg&list=PL-F45075E5500F64B6&index=1
7. BIBLIOGRAPHY
Chamartín Badminton Club. Complementary competition rules. 2013. https://www.madrid.es/UnidadesDescentralizadas/Deportes/Actividades/OtrasActividadesDeportivas/ficheros/adaptacionesBadmintonInclusivo.pdf
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1.- To guarantee genuine inclusive badminton activities, the criteria governing adaptations must be based on:
a) Minimum modifications to conventional badminton rules, making it totally compatible for players with and without a disability. b) Applying the adaptations for players with disability to players without a disability in an identical way. c) Applying the same adaptations to all the players with disability taking part in the activities.
2.- At inclusive matches, in adaptations to the size of the court:
a) The playing area must be reduced for both players, depending on the player with disability’s type of disability and level.b) The playing area must only be reduced for the player with disability, depending on their mobility and movement possibilities. c) The functional classification for players from the offi-cial para-badminton rules must be applied.
3.- When the tournament brackets of an announced inclusi-ve competition are organized:
a) A player with disability will be assigned head of se-ries. b) It will have no impact on the general system of orga-nizing tournament brackets. c) Special criteria must be taken into account and pla-yers with disability must be grouped together in the tour-nament bracket so that they play against one another.
4.- At inclusive singles matches, the following rules will be applied:
a) The same number of games and score system will be
EVALUATION
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EVALUATION
applied as in all other competition matches. b) The total points will be lowered for the player with disability or a handicap will be applied depending on the player’s disability level. c) The player with disability will always serve frontally and not diagonally.
5.- At inclusive doubles matches, the following shall be taken into account:
a) The size of the playing area will only be reduced for the player with disability, while their partner can use the whole playing area. b) The player without disability may not use the playing area designated to their partner with disability. c) The player with disability may always serve frontally.
Unit 4. Inclusive Practices in BadmintonLesson 10 . Adaptations for Inclusive Practices in Badminton
ORGANIZING & PROMOTING INCLUSIVE ACTIVITIES & COMPETITIONS
1. INTRODUCTION2. INCLUSIVE BADMINTON ACTIVITIES
2.1. Introductory sessions2.2. Introducing the model in club classes and training sessions.2.3. B4ALL competitions
3. PARTICIPATION REPORTS AND ACTIVITY ASSESS-MENTS
3.1. Data on participation in activities3.2. Satisfaction survey for the activities’ participants
4. THE DISSEMINATION AND USE OF THE RESULTS 4.1.The dissemination of activities4.2. The presentation of the results of activities4.3. The impact of the activities4.4. The use of the results
5. TO FIND OUT MORE6. BIBLIOGRAPHY7. EVALUATION
APPENDIX. MODEL FORMS FOR ORGANIZING & AS-SESSING ACTIVITIES
A.1. Model form for the organization/announcement of activities
Specific Module
LESSON 11
Authors: José Luis Hernández Vázquez, Eduardo Hernández Zabara & Mª Jesús López-Pintor
DURATION: 120´
A.2. Model satisfaction survey for the participants of activitiesA.3. Model activity report (including data on the partici-pants and the results of the satisfaction survey)
1. INTRODUCTION
With the organization and promotion of inclusive acti-vities by clubs taking part in the B4ALL project, the aim is to spread a model of sport participation where no one is excluded from playing or competing. Hence, the objective is for people with or without disability to participate jointly in badminton activities, realizing that it is possible to do so and feeling motivated to con-tinue.
The purpose is to organize activities in which clubs attached to the B4ALL project can collaborate in applying standard bad-minton rules to players with disability at a world, European and national level, as described in lesson 3 of the Common Module, making this a habitual practice in clubs.
This lesson outlines the information that is needed for the successful organization of different activities so as to foster inclu-sion in badminton and, by extension, social integration and equal opportunities for disability sufferers.
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Organizing inclusive badminton activities1. Introductory sessions on inclusive
badminton2. Introductions in club classes and
training activities3. Inclusive badminton competitions
Participation data and activity assessmentsParticipation data, assessment surveys, and activity reports.
Facilitating a data-recording and management process.
Disseminating and using the resultsPublication on websites and social networks
The continuance of activities (the model’s sustainability)
In conjunction, these activities represent a big effort for clubs, but there will be various positive repercussions:
- The club will boost its social image, endorsed by the notion that an inclusive club is a prestigious club!
- The club will also extend the services if offers through a model of sport participation that will attract a sector of the popu-lation with difficulty in access to sport, boosting its members so that, in the future, some of them might take part in para-badmin-ton competitions and thus collaborate in adapted competitions. In this way, the club might also boost the number of persons with disability who go on to become top-level players.
- The club will broaden its field of expertise and its relevan-ce, thus receiving funding for its activities and improving its re-lations with organizations and associations for the persons with disability.
2. INCLUSIVE BADMINTON ACTIVITIES
Through the organization of these activities, experience of this model of badminton participation will be gained, while also giving persons with disability the opportunity to take part.
The activities to be carried out encompass:
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- Introductory badminton sessions with the participation of persons with disability.
- Inclusive experiences in club classes and training activi-ties.
- Inclusive badminton competitions.
2.1. Introductory sessionsAIMS
With the collaboration of associations for the persons with disability, the aim is to introduce the participants to badminton and to organize certain badminton activities in order to highlight its magnificent characteristics as an inclusive sport.
In this way, the participants will be able to discover a sport where no one is excluded from playing or competing, since persons with or without disability will participate jointly in the in-troductory sessions and in badminton training activities, using methods that facilitate inclusive badminton.
This initiative will encourage persons with disability to take part in this sport, without differen-tiating them from other players. It will also sensitize sports enthusiasts and their families to the concept in general so that they can take into account the needs of players with disability.
Why organize these sessions?
The purpose is to put into practice one of the proposals presented in the B4ALL project and in numerous documents drawn up by institutions and bodies that promote inclusive sport, so that sporting organizations can assess the real possibilities of adapting their rules to include and implement inclusive activities.
Through inclusive badminton, not only can conditions be created to improve skills like reflex reactions, balance, coordination, agility and others specific to this sport, but it will also improve the players’ social contact and broaden their relations and, from a sports perspective, it implies learning the rules of a racket sport with long European traditions and an opportunity for the potential participants to take part in competitions.
When and where will the sessions be held and how numerous will they be?
Date: To be agreed upon with the collaborating associations and organizations.
Place: The clubs’ sports facilities and those made available by town councils, universities and education centres used by associations for the persons with disability, as agreed by them.
Length: Sessions of one hour are recommended, dependent on the possibilities of the people taking part in them.
Timetable: If possible outside school hours to facilitate attendance and the organization of the event.
No. of sessions: Between one and four sessions with the same or with different organizations, trying to work with as many as possible.
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Type of sessions
Depending on the envisaged number of participants with functional limitations, the sessions can be organized for specific age categories (infant, junior or adult) or by types of functional limitations. In this last case, this will facilitate the organizational process and the application of a series of tasks more strongly focused on specific handicaps.
All the above will be subject to agreements with the collaborating organizations and the asso-ciations for the persons with disability.
Who can participate?
Anyone with a disability of any kind that reduces their mobility or hinders the coordination of mo-vements. The number of persons with disability taking part in each session must be sufficiently representative to draw attention to the inclusive model.
Depending on the participants’ limitations, volunteers or relatives can be included to facilitate tasks or group communication.
Organization and resources
The organizer
The club will organize the sessions and seek the collaboration of associations for the persons with disability and the support of local public bodies.
Each session must be announced jointly by the association, club or education centre with which its organization has been agreed, drafting a “programme of activities”.
Human resources
The sessions will be headed by experts and by the staff from each of the organizing bodies. They will provide the necessary expertise in badminton training and competitions, with the bac-kup of volunteers who support the initiative to promote inclusive badminton.
Materials
Specific badminton materials (posts and nets for the courts). For the initial sessions, 4 to 6 courts are recommended, with 4 people per court.
The organizing club will supply shuttlecocks and rackets for players without them
Specific aids
Whenever necessary, special sport wheelchairs with an anti-tipping device will be required. These can be requested from the participating associations or from others collaborating with the initiative
Collaboration agreement
The collaboration agreement for the sessions must be agreed upon by the organizing bodies; that is, the club and the association for the persons with disability. The latter can include muni-cipal bodies and schools with inclusive education. All this will facilitate the activity and help to make it known to other bodies that could be invited to take part.
Registration
For the sessions with unrestricted access, registration will be by e-mail, collecting the necessary data for the smooth management of the activity and in order to draft the end report, statistics on the activity, and statistics of all the activities in the pilot programme. In sessions organized in collaboration with associations or education centres, this formality will not be necessary.
The data to be completed in the form must comprise the information needed for the organization and assessment of the activity and for inclusion in the activity report.
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The programme for the activity
By way of a simplified example, the session must comprise the following stages: 1. Welcoming and registering the participants. 2. The official inauguration.3. An introduction to inclusive badminton and the rules of the game for relatives and volunteers. 4. Specific exercises and the tasks’ adaptation, depending on the type of disability. 5. Freely played singles and doubles matches. 6. Satisfaction surveys of the activity. 7. Report on the results of the session.
Assessment of the activity and end report
At the end of each session, a satisfaction survey will be handed out to the participants or their relatives to assess the level of acceptance and standard of each organized activity.
This will be done at the end of each session, and participation data will be collected on the registered players, number of volunteers, people with disability, gender etc., together with the results of the satisfaction surveys of the activities. (see Appendix)
Dissemination
The announcement of the B4ALL sessions must be sent to the collaborating bodies, if possible, to be uploaded on their websites and social networks.
Examples of announced sessions
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2.2. Introducing the model in club classes and training activities
It is not always possible for persons with disability to join in a club’s beginner classes or training activities right from the very outset. Often this must be planned in stages with the full collabo-ration of groups from associations for the persons with disability.
Even though it might not always be necessary, the model should be introduced in club classes and training sessions to fos-ter and facilitate persons with disability’s access to inclusive bad-minton. This will help to overcome disability sufferers’ belief that it is impossible for them. Also, very importantly, people taking part in the clubs’ activities will see that disability sufferers can partici-pate jointly with players without disability.
2.3. B4ALL competitions
Inclusive competitions must be organized so as to encom-pass all areas of badminton, since competitions represent yet another level in the specific skills that need to be acquired and, in this way, a new vision of competitions can be offered in which some players’ handicaps do not prevent them from competing within a standard badminton framework.
Purpose
To offer the participants of the different sessions the experience of an inclusive competition and to show disability sufferers that full integration in sport is an achievable goal. The experience must be used to improve how the official rules of the game are adapted so as to ensure more equal conditions in the participation of players with disability.
Announcement
The sessions must be announced to members of the club and to other clubs, badminton asso-ciations for the persons with disability, inclusive education centres, official bodies and charitable foundations.
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Participants
The competition should be open to everyone, trying to make it just like any other competition, with basic information on the adaptations to the rules. The age categories should conform to the regulations, with sufficient flexibility in the age limits to equalize the players’ conditions within each one.
Human and material resources
Technical experts
Competition manager, competition committee, a person in charge of defining the type of court to use in inclusive matches.
The matches will be umpired by players, volunteers and family members.
Facilities
Preferentemente próximo a la residencia de los participantes y evitar desplazamientos, zona con aparcamiento próximo y accesibilidad para las personas con dificultades de locomoción. Instalación totalmente accesible para personas con discapacidad.
Materials
Preferably close to the participants’ homes to avoid travel, with nearby parking and easy access for people with mobility problems. Facilities with full access for the persons with disability.
Additional information
Posters explaining the badminton courts to be used for the inclusive badminton matches.
Tournament brackets and inclusive matches
A model of competition should be chosen to suit the number of participants and corresponding age group in order to bring it as far in line as possible with the characteristics of real competi-tions.
Preparatory stages and execution
The programme schedule for the competition can also serve as a guide for the organization of the sessions described earlier.
Action Aim
Contact other clubs and associations for the persons with disability.
To provide information on what the competition will entail and to confirm participation.
Choose the location of the sessions or com-petition.
To confirm the booking or hire of the facilities and to check accessibility.
Announcement of the competition.The creation of an informative leaflet indicating the place, category, fee, prizes etc. and regis-tration deadline.
Dissemination of the competition
To notify sports centres, clubs, associations and the media by e-mail.
To notify institutions and governmental agen-cies by e-mail.
Preparation of the session or competition Preparatory meetings with the team of techni-cal experts, volunteers, and staff. The teams. Invitations.
Carrying out the activityPreparation of timetables. Posters. The com-petition organizers – an explanation of the competition format.
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Dissemination
The announcement of the B4ALL competition will be sent to the bodies involved in its promotion, if possible for publication on their websites and social networks.
3. PARTICIPATION REPORTS & ACTIVITY ASSESS-MENTS
Participation data must be supplied and the activities must be assessed as part of the B4ALL project’s quality controls and stra-tegy to assess activities. This requires the use of specific tools to monitor all such activities.
The activities carried out by the clubs will be monitored on an ongoing basis through participation data and assessments made by the participants at the end of each activity. The club will enter the data in the computer platform that provides information and figures for each individual activity and for activities grouped ac-cording to sports federations, universities and all the bodies as a whole.
The aim is to provide standard multidimensional measure-ments of the project, on an ongoing and final basis, in order to guarantee measurements of the quality of its application. For this purpose, forms will be made available to the clubs carrying out the said activities in order to guarantee measurements of their quality.
The application of quality controls of activities by the organi-zing club and collaborative bodies entails:
• Collecting participation data for each activity and
• Handing out a satisfaction survey to the participants, rela-tives and spectators.
The data in the report will provide information on the level to which the established objectives have been achieved and it can be used to make specific methodological adaptations so as to improve the activities.
Depending on the activities organized by the club, the report
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will be adapted to one of the following two types:
- Inclusive badminton sessions (with different models de-pending on the makeup of the group).
- Inclusive badminton competitions.
As a result, quantitative and qualitative instruments will be used so as to monitor the process effectively.
3.1. Data on participation in activities
The tangible results of each session that is held will help to ensure internal assessments of the quality of the project. This will be measured by including data on the number of participants with and without a disability, broken down by gender, the age bracket and type of disability.
This data will be compiled by the clubs using a questionnaire created for each type of activity for use in the general monitoring of the project’s activities. (See the model participation data ques-tionnaire in the Appendix).
3.2. Satisfaction survey for the activities’ participants
The intangible results will be obtained through a satisfaction survey handed out to the participants of each activity. Its aim will be to measure their perception of the quality of the services throu-gh the application of a quantitative methodology. (See the model satisfaction survey in the Appendix).
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4. THE DISSEMINATION & USE OF THE RESULTS
The main objectives of the dissemination and use of the re-sults of B4ALL activities are:
• To make the activities and their results as widely known as possible to other local organizations (clubs, associations, educa-tion centres, the media etc.) (dissemination).
• To make the results known so that other organizations (lo-cal, regional, national and international) can introduce initiatives to spread the inclusive model in badminton activities and compe-titions (broader dissemination).
An outline is given below of the dissemination and use of the results of activities that can help to maximize their visibility.
4.1. The dissemination of activities
The organizing bodies shall make the activities known throu-gh their websites, as a prime form of communication, and through their social networks.
These means of communication shall be used to disseminate news, events, facts and figures relating to the project and to par-ticipation in it. This information shall include:
- The clubs participating in it.
- The public in general and, in particular, the badminton
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clubs and associations for the persons with disability.
- The level of media coverage.
- Graphic material and photographs.
- Links with transnational networks and partners: informa-tion and knowledge transfers.
- Possible repercussions on competition rules, other sports regulations, and on schools.
- Videos that might be used to view the model.
To draw attention to the activities and thus extend the model of inclusive badminton, the information will be passed on to peo-ple, organizations and media channels who are receptive to the concept so that the model is positively regarded by other third parties and adopted by them in their activities.
4.2. The presentation of the results of activities
The aim is to present the participation data and satisfaction surveys relating to each activity through tables and graphs so as to transmit the results in simple, easily understandable style. The data should be classified by groups or frequencies so as to facili-tate its understanding and relevance.
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4.3. The impact of the activities
The aim is to make an impact on the participants and on the people and organizations receiving the information so that it has a multiplying effect on other organizations, hence spreading the inclusive model.
It will also help to encourage possible interested parties, edu-cational bodies, clubs, associations and public authorities gene-rally that might be interested in the project.
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4.4. The use of the results
The success of the organized activities and the B4ALL project must be exploited so that they impact on other organizations, encouraging clubs, education centres and sports federations to incorporate the model in their activities and competitions.
The results must also be exploited within the participating organizations so that new inclusive activities are carried out and the inclusive model is extended. By doing so, the aim is for other clubs to become interested and to incorporate inclusive badmin-ton activities.
For this purpose, participation in sessions and inclusive bad-minton activities is needed:
- By family members of people with disability taking part in the activities;
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- By people collaborating as volunteers;
- To serve as a reference for other clubs and associations that use the facilities where the activities are held;
- At a provincial level, providing information and inviting clubs to participate;
- Regionally by collaborating with clubs from other provin-ces;
- Nationally, through participation in activities, meetings and events that foster inclusion.
Another important impact of the results’ exploitation is the possible incorporation of inclusive badminton in schools, with the creation of specific activities and the involvement of teaching staff.
In this way, the necessary means will be achieved to ensure a substantial progressive growth in the number of inclusive badmin-ton activities and competitions that are organized. This will allow for the model’s gradual adoption by badminton federations and for the incorporation of inclusive methods and competition rules in training programmes for coaches.
5. TO FIND OUT MORE
Spanish Badminton Federation.
http://www.b4all.badminton.es/page/36724/PILOT-CLUBS
6. BIBLIOGRAPHY
Chamartín Badminton Club. Model organizational documents and activity assessments.
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1.- An inclusive club is one that promotes and organizes ac-tivities in order to:
a) Try and spread a model of badminton in which peo-ple with and without disability can play and compete to-gether without any kind of exclusion. b) Make it possible for persons with disability to play badminton with one other and to take part in adapted badminton competitions. c) Foster introductory badminton activities by associa-tions for the persons with disability.
2.- To provide a comprehensive range of inclusive badmin-ton activities, the following is needed:
a) La formación de personal, las actividades de ini-ciaa) Staff training, introductory activities, training and competitions, assessments, and the dissemination of the results. b) Players with disability’s’ participation in training and competitions. c) The organization of badminton sessions for persons with disability.
3.- Each activity must be assessed by taking into account:
a) The corresponding participation report and the results of satisfaction surveys completed by the participants.b) Just the number of participants that carried out the activity. c) Just the results of the satisfaction surveys completed by the participants.
4.- With the satisfaction survey completed by the partici-pants, the aim is:
a) Simply to find out the participants’ opinions. b) To fulfil formal aspects of the activity in order to as-
EVALUATION
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EVALUATION
sess it. c) To find out the participants’ opinions of the activity in order to pinpoint any improvements that can be made to it.
5.- The main aim of disseminating the results of activities is:
a) To have a record of the activities that have been held, and to try and make a social impact so that other organi-zations get to know the inclusive badminton model. b) To make the activity widely known. c) To satisfy the participants by making the activity more visible.
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APPENDIX. MODEL FORMS
A.1. Model form for the organization/announcement of acti-vities.
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A.2. Model satisfaction survey for the participants of activi-ties.
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A.3. Model activity report (including data on the participants and the results of the satisfaction survey)
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PROPOSALS FOR INCLUSIVE BADMINTON SESSIONS
1. INTRODUCTION2. GUIDELINES ON AWARENESS-RAISING SESSIONS ON THE SUBJECT OF DISABILITY AND BADMINTON
2.1. Introduction2.2. Experiencing disabilities in badminton2.3. An example awareness-raising session on disabilities
3. GUIDELINES ON INTRODUCTORY SESSIONS FOR PEOPLE WITH DISABILITY BY TYPES OF DISABILITIES
3.1. Structure of the session3.2. Methodological considerations3.3. Examples of progressively adapted tasks in introduc-tions to badminton
4. GUIDELINES ON INCLUSIVE BADMINTON SESSIONS4.1. The steps to follow in the integration of participants with disability so as to offer good guarantees of success4.2. The choice of tasks and their adaptation for partici-pants with disability4.3. The participation of persons without disability in adap-ted tasks for people with disabilities
5. USING PICTOGRAMS IN BADMINTON5.1. Introduction5.2. Examples of pictograms in badminton
Specific Module
LESSON 12
Authors: José Luis Hernández Vázquez, Eduardo Hernández Zabara, Diana Martin & Sagrario Valero Martínez
LENGTH: 60´
5.3. Pictograms for the sessions6. BIBLIOGRAPHY7. TO FIND OUT MORE8. EVALUATION
1. INTRODUCTION
For persons with disability to take part in badminton activi-ties alongside other players, the clubs or bodies in charge of de-signing or carrying out such activities and the technical experts heading the sessions (coaches at clubs and teachers in schools) must:
- Have a receptive attitude to joint participation through the acceptance of inclusive practices, because it is not always easy to guarantee success (through full unadapted participation) and a positive approach will be needed until full integration is achieved;
- Have patience in order to achieve full inclusion, since time and practice will be needed, because this is a process that cannot be achieved in just a few days and teamwork by all the stakehol-ders will be required.
Practical badminton sessions will play a key role in generating the necessary synergies for the gradual achievement of inclusive goals. To facilitate the whole process, different activities must be planned which, together, lead toward the final goal of inclusion in badminton.
Badminton offers several advantages over other sports as an inclusive model, because it facilitates shared joint activities with participants without disability from ground level up to competi-tions. It is important to understand how badminton can facilitate inclusion and to know how to take advantage of this.
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Outlined below is a summary of the advantages that badmin-ton offers as a sports activity for the persons with disabilities:
a) As a racket sport:
It is more accessible than other racket sports due to the bad-minton racket’s size and weight, and it is a sport with a high level of participation, right from the outset.
It is suitable for all ages.
It has a long history as a non-exclusory game (i.e. in terms of gender).
The rules of the game are easy to understand and they only require simple modifications that are easy to understand.
To organize and hold inclusive competitions, no major chan-ges in relation to conventional competitions are needed, asi-de from any modifications in matches featuring a player with disabilities.
b) Due to the facilities and playing area:
The playing areas are compatible with the court used for other types of badminton matches and different surfaces can be used. Badminton can also be played outside (with the wind as the main constraint).
The posts and net are easy to carry and they can be taken down afterwards to leave the area free for other uses.
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Given the size of the court, several courts can be organized in a relatively small area.
Given the court’s divisions, with lines demarcating its different sections, it is easy to choose smaller playing areas for players with reduced mobility.
c) Due to the materials (shuttlecocks and rackets)
Thanks to the racket’s size and low weight, it can easily be handled by people of different ages and by people with mobi-lity problems.
The existence of smaller rackets for younger or shorter pla-yers.
Given the shuttlecock and possible types of shots (slow shots, high shots, horizontal ones, or very fast downward smashes etc.), the learning process can be progressively planned.
d) Due to the specific skills that are required
It is easy to learn for beginners, with simple tasks that swiftly lead to participatory games. Players progressively improve, initially at a moderate speed, although very soon a higher le-vel can be reached. A minimum level of technical skill is requi-red but the sport is accessible to all. The tactical and strategic aspect of games is important. This is one of the factors inhe-rent in badminton right from the outset, with more cognitive involvement.
e) Due to the opportunity for socialization, given the number of players
Socialization is facilitated through singles matches in the ini-tial stages and doubles matches as players progress.
f) The level of satisfaction through practice of the sport
The level of participation in the different activities and the exercise that it involves are both a source of satisfaction, en-couraging people to go on playing.
Thus, in this lesson, some guidelines are given on how to tac-
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kle the initial contact stage with badminton and how to make any necessary adjustments to ensure success in the early stages. In this way, experience can gradually be built up and a sequence of activities found that contribute to the adoption of an inclusive model in badminton, choosing from among a number of sessions to start off the process.
The sessions outlined below are by no means definitive examples, because situations vary and each session will depend on the specific goal to be achieved (an introduction to badminton, a training activity, a competition), the characteristics of the group (school children, a club, a group of people with a similar disabi-lity, joint participants with or without disability), the facilities, the available resources and even if a single demo session or several sessions are to be organized.
Outlined below are a number of basic guidelines on how to prepare the different sessions, depending on the type of partici-pant and the aim of each one, highlighting the criteria for planning the sessions in order to achieve the following goals:
- To foster an awareness of the concept of a disability among persons without disability so that they gain first-hand experience of the limitations it can represent in badminton.
- An introduction to badminton for groups of people with a similar disability as an example of an easily accessible, fun-filled, ongoing type of physical exercise in which they can integrate with able players.
- To make inclusion in badminton a model for schools and sports clubs, where activities are carried out jointly without exclu-ding players with disability.
2. GUIDELINES ON AWARENESS-RAISING SES-SIONS ON THE SUBJECT OF DISABILITY AND BAD-MINTON
2.1. Introduction
In schools and at clubs or organizations where badminton ac-
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tivities are held, a better awareness must be raised among all participants without disability of the limitations that a disability re-presents. For this purpose, specific activities must be organized where the participants actively simulate the constraints of having a disability so as to find out what it is like. In scientific literature, these simulatory techniques have been confirmed to act as a fun-damental step in fostering empathy and in understanding the si-tuation of persons with disability in sport, and they play a key role in fostering a change of attitude toward inclusion.
From a planning perspective, these activities can form part of a teaching unit (in schools) or the programme schedule of a sports club in order to raise a better awareness of disabilities through one or several sessions, thus facilitating the group’s ac-ceptance of persons with disability. At the same time, it is also a way of educating them and fostering a social awareness.
2.2. Experiencing disabilities in badminton
Bearing in mind the structural framework for the session (whe-ther it is part of a teaching unit in schools or part of a badminton club’s programme schedule), an example session is described below that could be used in both cases. Its general aims are:
- To provide direct experience of constraints associated with certain types and levels of disabilities;
- To make the participants more receptive to taking part in activities with people of differing capabilities;
- To understand and accept the different adaptations that might be needed to participate jointly in activities with persons with disability, and to gain an understanding of the concept of equality in its broad sense.
Legs Arms Position
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Given the characteristics of badminton, this session can be used with different ages, with slight changes by the teacher or coach to adapt it to the group.
This proposed model was one of the activities held by Cha-martín Badminton Club in 2019. It was used to disseminate the B4ALL project through three sessions at secondary schools in Madrid (*) and one in Segovia, with the participation of a total of 869 students (46.8% male and 53.2% female). The students taking part had a very positive opinion of the session (4.6 out of 5), assessed through a 10-question satisfaction survey that was given to them.
(*) PLEASE NOTE: Compulsory Secondary Education (ESO according to its acronym) in Spain is a compulsory free stage of education that rounds off a child’s basic education. It is made up of four academic years, normally between the ages of 12 and 16. However, students are entitled to continue in this basic stage up until the age of 18.
2.3. An example awareness-raising session on disabilities
The photos shown in this session are activities carried out in 2019 by Chamartín Badminton Club in collaboration with IES San Fernando and IES Dámaso Alonso Secondary Schools and San Juan Bautista School in Madrid and IES Maria Moliner Secondary School in Segovia.
Specific aims.
- To gain first-hand experience of the limitations that people with disability face in different intro-ductory badminton activities.
- To find out some of the practical adaptations that can be made so that players with and without disability can participate together.
- An introduction to equality criteria in activities, aimed at compensating for differences due to a disability.
Materials.
- One racket and shuttlecock per participant.
- Short elastic resistance bands (approx. 30 cm.) One for every two participants. (Ropes can be used if not available). Elastic resistance
bands
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Facilities.
Multipurpose sports court. Preferably in-doors, with the same useful size (advisa-ble) as a basketball court.
The available area must be proportional to the number of participants and space needed for the exercises.
Nets. 4 nets erected between the basketball posts, preferably hung from a rope to have a good reference of the two playing areas and height of the net. Guidelines for the division of courts. With 4 nets, 8 individual areas on each side of the net can be achieved. This is one way of demarcating the playing areas.
Group of participants and level.
- Preferably, there should be 4 participants on each badminton court, with 2 on each side of the net, extendible to up to 3 on each side. Other options can be found, depending on the available space, but always with room for each player to move about and move the racket without hitting one another.
- Varying ages, preferably from 12 upwards. Beginner level.
Activities.
There are individual, pair and group activities, with and without a racket. The person in charge of the activities will give brief explanations of the exercises, being as specific as possible and interrupting the activity whenever necessary to correct any general or more important problems.
Initial part (motivation, warm-up)Introductory talk.
Explain the activity’s goals and ask the group whether they live with or know an-yone who has a disability. If so, ask them what type of disability the person has and whether they have done any sports activi-ties with them.
Use their answers to find out their level of awareness of disabilities and their involve-ment with the people with disabilities, and hence the group’s situation in terms of the session’s objectives.
Exercises.
1. Divide the participants into pairs, with one member on each side of the net, standing toward the back of the court (some 6 to 7 metres from the net).
The participants on one side must tie their legs together, just above their ankles, with the elastic resistance band to hinder their movements (walking, running, jumping) and hence their mobility and balance. There are elastic bands of different resistances, depending on the participants’ ages and weight.
Without a racket, the person on each side of the net must head toward it, moving in different ways. When they reach the net, they must touch their partner’s hand over the top and then return to their starting point. Repeat the exercises, with the other person wearing the elastic resistance band.
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Alternatives:
- Walk toward the net and then return.
- Walk forward taking big steps.
- Zigzag forward, taking a step to the left and then to the right.
- Do the previous exercises but speed them up each time.
- Do the previous exercises but return walking backwards.
- Bounce forward with little jumps, followed by bigger ones.
- Zigzag forward, trying to take large steps
2. Competing in equal mobility conditions.
To equalize their capacity for movement, first some of the previous exercises can be done as a competition; e.g. seeing who reaches the net first.
Once it has been seen that the partner without the elastic band reaches it first, the exercise can then be adapted to make the conditions more equal, allowing the person with the elastic band to start closer to the net so that they do not have to travel so far.
3. Dividing the participants into pairs, the one with the elastic band round their legs must follow their partner round the court, keeping a distance of no more than an arm’s length between them so that, when indicated by the teacher/coach, at any time, the one behind can touch the one in front. Afterwards, repeat the exercise with the other person wearing the band.
Main partThe participants will continue to work in pairs with one wearing the band, changing it over af-terwards so that the exercise can be repeated by the other.
The elastic band will be tied round their legs or round their arm, as indicated in each exercise.
During the session, new pairs will be formed so that everyone works with different partners.
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Exercises
1. “Moving around”. Objective: to adapt your movements while holding a racket. One member of each pair will have their legs tied together with the elastic band. The movements used in badminton will be explained, as well any adaptations that are needed for balance purposes in the case of those wearing an elastic band.
Alternative exercises:
- Move forward, touch the net with the racket, and go back to your original position;
- Move backwards to a distance that is hard to reach;
- Zigzag forward and touch the net with the racquet;
- Zigzag backwards, left and right.
2. “Return the shot!” One person must throw the shuttlecock by hand to their partner on the other side of the net, who has their legs tied with an elastic band. The partner must hit it back with the racket.
The shuttlecocks must be thrown by hand to ensure greater accuracy, making it easier to return them with the racket and to repeat the exercise. The person throwing the shuttlecocks must pick them up when the shot is returned and throw them once again.
Alternative exercises:
- Throw the shuttlecock far and high to make your partner move back and return it with a high shot;
- Throw the shuttlecock downward in a short movement to make your partner move forward and try to return it with a low shot;
- Throw it so that your partner has to move sideways to return it;
- Throw it so that your partner has to move diagonally right or left to return it.
3. “Z pattern, working in fours”. An exer-cise based on a pattern of shots by each group. Working in fours, with one pair on each side of the net, the shuttlecock must be hit backwards and forwards over the net so that the players move forward, bac-kward, sideways and diagonally. Instruc-tions can be given for the shuttlecock to follow a Z-shaped pattern so that it is clear who receives the shot and who passes it.
Then changes can be made to the way the shuttlecock is served to make it easier for those with difficulties serving.
4. “With my good hand”. Simulating a person with disability in his upper limb so that they are aware of the mobility problems associated with upper and lower limbs. With the band immobili-zing the player’s arm (the one they would use, depending on whether they are right or left-han-ded), repeat the shots described in the above exercises, travelling in different directions.
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5. “Let’s see if you can now”. Simulating a lack of mobility in an upper and lower limb by tying an elastic band around their legs and immobilizing their arm with another band (the one they would use, depending on whether they are right or left-handed). The partner without the elastic bands will hit the shuttlecock close to the other player so that the latter can reach the shots, hence equalizing the conditions of the game so that they can continue to hit the shuttlecock back and forth.
Final part or cooling down.Collect the elastic bands and other mate-rials.
Reflections on the exercises.
Ask them to describe the problems they had when their legs or arm were tied with the band. To what extent did it hinder their movements? Did they feel unable to do the exercise?
With the answers, reflect on the constraints that people with a physical disability face throughout the day, both in travel (walking, public transport, shopping etc.) and in daily tasks. Ask if it is re-asonable for tasks to be adapted so that conditions can be equalized and persons with disability can take part in activities alongside everyone else. Ask if equality means having an advantage or whether it levels out/compensates for differences in sport.
Ideally, a badminton player with disability (i.e. with a physical disability) could attend the session in order to foster direct contact with players with disability. In this way, the participants would gain a first-hand insight into the person’s situation during the reflec-tions’ stage.
3. GUIDELINES ON INTRODUCTORY SESSIONS FOR THE PERSONS WITH DISABILITIES BY TYPES OF DISABILITIES
Sporting activities for groups of people with a similar disabi-lity are an increasingly widespread option at special education centres and associations or bodies for the individuals with disabi-lities. Very often, persons with disability organize themselves into associations or other collectives by types of disabilities, and so one ideal way of organizing introductions to badminton is through a specific framework like this, as an initial step prior to inclusive activities, as seen in lesson 5.
In each session, the characteristics of the type of disability and related methodological considerations must be taken into ac-count, as described in unit 1 of the common module “Lesson 1:
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The Main Types of Disabilities”, where a description of the said disabilities and pertinent methodological considerations can be found, and “Lesson 3: Communicating with the persons with disa-bilities”.
In this section, specific methods are described for introducing people with a similar disability to badminton and helping them to progress. It is important to note that the methodologies are not solely applicable to each type of disability but that, in many cases, they can be applied in a cross-cutting way. In the case of more se-vere disabilities, very specific methods must be applied for each type of disability.
The next section contains summarized guidelines for the appli-cation of teaching activities. The teacher or coach must choose the most suitable ones for the group in question in order to ensure optimum outcomes, even modifying them if necessary to improve the learning process.
3.1. Structure of the session
The sessions follow a general structure (initial part or warm-up, main part and final part), modifying the total time and time de-voted to each part to suit the group, while also taking into account possible differences in speed of movement, the use of comple-mentary materials to facilitate tasks, the length of time devoted to explanations, or the need to include pauses to rest.
3.2. Methodological considerations
It is important to read over the methodological considerations in lesson 1 of unit 1 regarding physical disabilities (2.6), intellec-tual ones (3.5), hearing problems (4.3), and sight impairments (5.3) and section 2 of lesson 2 on “Communication Techniques and Treatment by Disabilities”. For the successful acquisition of basic badminton skills, it is important to bear in mind:
a) Modifications to the tasks:
- Simplifying them or dividing them into various different sub-tasks that include part of the main skill;
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- Adapting the required amount of effort (reducing the scope or speed of movement);
- Making it easier to handle the racket, in some cases by using a smaller one (more suited to shorter people);
- Facilitating repetition of the task, mainly by planning it more effectively (e.g. by throwing the shuttlecock by hand toward the centre of the racket, or by having volunteers on hand to help repeat the tasks).
b) Adapting explanations of tasks or corrections, and confir-ming that tasks are properly performed:
- Bearing in mind the disability (fundamental in the case of hearing or sight problems) or possible comprehension problems (simplifying explanations or adjusting the loudness of the voice);
- Intervening to make any corrections and to praise positive outcomes.
c) Changeover of roles in tasks:
- Depending on whether the actions are performed in pairs or groups.
- Explaining clearly and simply the role of each participant in the task.
3.3. Examples of progressively adapted tasks in intro-ductions to badminton
The tasks that are selected to ensure the progressive acquisi-tion of specific badminton skills will be dependent on the type and level of disability. The examples shown below attempt to reflect different degrees of difficulty, but always in relation to the final task.
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Familiarization with the racket and shuttlecock
Tasks that facilitate initial contact with badminton, usable in the warm-up stage.
The basic grip and moving the racket.
This is a first step in introductions to badminton. The tasks gra-dually get more complicated, adding new positions or bouncing or moving slightly as the task is performed.
- Explaining how to hold the racket and move it in different di-rections.
- Imitating how the teacher/coach moves the racket (up, down, forward, left etc.), correcting the position of the arms.
- Getting one of the participants to act as a model in moving the racket.
- In pairs, imitating your partner’s moves with the racket.
Carrying the shuttlecock.
Each of the tasks can be made more complicated by adding variations, for example by making them quicker or more competitive (getting there first), more sociable (following your partner), or more like a game (getting the shuttlecock away from another participant).
- Holding the racket horizontal, with the shuttlecock on the strings, the whole group should all move forward in the same direction, without bumping into anyone, trying not to drop the shutt-lecock.
- Walking from the back of the badminton court to the net and back.
- Walking around the court without bumping into other people.
- Caminar libremente por la pista, sorteando a los otros participantes.
Hitting the shuttlecock.
This is an introduction to high shots with the racket and so it will help the participants to familia-rize themselves with simpler trajectories in games.
Divide the participants into two groups, with one group on each side of the net.
- Hit the shuttlecock as high and far as possible across the net (a long high shot). The others must return it in the same way.
- Standing far from the net, the participants on one side must hit the shuttlecock across the net so that it falls close to it (downward trajectory), and their partners must return it with a long high shot.
- Hit the shuttlecock horizontally. It must be returned in the same way.
- Hit the shuttlecock at someone’s body on the other side of the net.
Familiarization with basic shots and low serves
Introductions to basic shots. Successive individual shots and, later, successive shots across the net in pairs.
Pushing the shuttlecock.
Simultaneous use of the racket and shuttlecock, without hitting it back and forth.
- With the shuttlecock on the ground to one side of your legs (left or right, depending on whether you are left or right-handed). Place the racket close to the shuttlecock and launch it forward as far as possible. Then move to the place where it has stopped and repeat the action. Start the activity at the back line of the court and move to the net, and then return to the starting point.
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- In pairs, standing 2 or 3 metres away from each other, launch the shuttlecock toward your partner and they must return it.
- Change the position of the shuttlecock from your left side to the right, or vice versa, and repeat the exercise, with a backhand.
Vertical shots with the shuttlecock.
- In a standing position, hold the racket horizontally with the shuttlecock on it, bounce the shu-ttlecock up and down vertically on it as many times as possible. (Explain the necessary leg movements to keep close to the shuttlecock).
- Hit the shuttlecock vertically. Keep hitting it as many times as possible without dropping it.
- In small groups of 4 to 6 people, pass the shuttlecock vertically from one person to the next.
- For players with reduced mobility or slow movements, replace the shuttlecock with a balloon.
- Hit the shuttlecock vertically to different heights (low, medium, high).
- Repeat all the above with a backhander shot.
Vertical shots moving forward.
Travel for a distance of several metres, hitting the shuttlecock vertically. This can be done wal-king or running.
- Move slowly, hitting the shuttlecock as many times as possible.
- With high shots.
- Increase the speed you travel, hitting the shuttlecock farther forward.
- Do the exercise in pairs, taking turns to hit the shuttlecock.
High shots.
Remind the participants that the arm movement with the racket for a high shot is similar to the action you make when throwing the shuttlecock far up high by hand. For those who cannot ma-nage it, get them to imitate you by pointing the head of the racket at a high point marked on the wall or on a curtain, net or garment hung up high.
Stand the members of the group or pairs face to face to make it easier to hit the shuttlecock and return it.
- Each one must throw the shuttlecock up vertically, just in front of their head, and then hit it up high into the air as far away as possible.
- At a distance of 2 or 3 metres from their partner, one throws the shuttlecock up high by hand so that it reaches their partner. The latter must return it with a high distant shot. Pick up the shuttlecock and repeat the process several times. Then change roles.
- Alter the trajectory so that the shuttlecock is thrown high and a little to one side to make the other person have to move a bit to return it.
- Repeat these exercises with rectified forehands and backhands.
Shots across the net.
Once they have a certain control over low and high shots, exercises should be performed in pairs, facing each other on either side of the net. Initially, the shuttlecock should be thrown by hand to facilitate the return shot, repeating the process at different distances.
- Throw the shuttlecock by hand to the other side of the net, using a downward movement. It must be returned with a low shot.
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- Throw the shuttlecock by hand to the other side of the net in a horizontal movement. It must be returned with a flat stroke.
- Throw the shuttlecock by hand high to the other side of the net. It must be returned with a high shot.
- An exchange of shots. One person hits the shuttlecock up into the air vertically and then hits it across the net in a high shot. It must be returned with a low or high shot, depending on the trajectory.
Forehand or underarm serve.
The tasks must be performed using the net and badminton court, either in pairs or groups, as per the available space.
- At a distance of 2 or 3 metres from the net, with the shuttlecock in your right or left hand (depending on whether you are right or left-handed), swing the racket forward and hit the shu-ttlecock over the net.
- Indicate different points where the shuttlecock must fall on the other side of the net.
- Practise underarm shots, alternating high shots with shots that fall close to the net.
- Underarm serves with the racket.
Underarm serves with the racket, trying to reach the return area closest to the net, then the middle area, and then the farthest area from the net.
4. GUIDELINES ON INCLUSIVE BADMINTON SES-SIONS
Persons with disability’s integration in education centres and in physical education classes and badminton training activities with other players is one of the key ideas behind inclusive practi-ces. Before persons with disability join groups of other players, it is advisable–if not essential–for them to have had at least some introduction to badminton so that they themselves decide to con-tinue playing and opt for this particular sport.
Some general guidelines are outlined below to facilitate their inclusion from the moment they join a group so as to give them the chance to progress and to achieve the goals that have been set in each case, based on a methodology that seeks to guaran-tee the success of the proposals and to foster participation and an ongoing interest in badminton.
4.1. The steps to follow in the integration of participants with disability so as to offer good guarantees of success
Given that there are many types disabilities and levels and that inclusion must be fostered regardless of the participants’
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ages, some prior considerations must be taken into account in or-der to guarantee inclusion in the envisaged activity and progress by the participants with disability.
a) First, it is important to talk to the interested parties–and to their parents or to the people accompanying them in the case of minors or people with an intellectual handicap–in order to find out what their purpose in learning badminton is (e.g. to play for fun, as a competitive sport, to foster group relations etc.). Depending on their purpose, they should be integrated in the group that will best help them to meet these expectations.
b) In the case of people with an intellectual handicap, in addi-tion to talking to their parents in the case of minors, it is important to talk to one of their teachers or counsellors, since they can offer behavioural insights and information relating to care and commu-nication that might be needed to come up with solutions closely tailored to suit that person’s needs.
c) It is also important to find out the person’s characteristics and aptitudes (their strengths and weaknesses) in order to find the best way of integrating them into the group, in terms of mobi-lity, comprehension, socialization and possible behavioural pro-blems.
d) The other members of the group must be informed and a better awareness of the situation raised through clear expla-nations. In the case of under-age groups, their parents must be spoken to, emphasizing the need to prepare any necessary adap-tations in order to ensure the whole group’s development and the need to explain the concept of “equality” properly, since any adaptations to incorporate the players with disabilities will be ba-sed on this criterion.
e) Lastly, for an inclusive model to be adopted by badminton clubs, ongoing efforts will be needed to work toward full integra-tion. For this purpose, it is important to continue striving to achie-ve established objectives and to extend the specific training that is required by coaches and by all members of the club, in particu-lar those taking part in inclusive activities, since they must show sensitivity in the integration of the participants with disability. All
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of them play an important role in making inclusive badminton a habitual practice.
4.2. The choice of tasks and their adaptation for partici-pants with disability
Inclusive badminton means that people with disability must be integrated in groups without discrimination and without being gi-ven separate tasks to do. In other words, the same tasks and the same inclusive badminton sessions must be planned for everyo-ne, taking into account any adaptations that might be needed for members with disabilities to complete them, depending on their capabilities.
Any adaptations to the exercises or tasks should take into ac-count the capabilities and limitations of the participants with diffe-rent functional handicaps, so that they can progress as required and achieve the task’s related goals.
The first goal to be met is thus an educational one (at a spor-ting level or as part of a school syllabus), before going on to work toward achieving optimum outcomes in each of the badminton skills.
In the planning of the tasks or exercises, the main conside-ration is their “adaptability”, depending on the capacity of each participant with disability, whether they have a physical handicap (mobility problems), intellectual one (behaviour, understanding), or sensory handicap (sight, hearing) etc.
a) In the case of people with mobility problems, adaptations to tasks will be based on the criteria of efficiency and effective-ness, depending on whether they have a disability in their upper/lower limbs or trunk, and so changes must be recommended in how shots are made or in their movements, always making sure that no implicit risks are involved.
Some possible options to bear in mind for players with disa-bilities include:
- To reduce the playing area.
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- In the planning of exercises, to bear in mind specific limita-tions in racket movements and travel.
- To adapt serves and return shots to the player’s capacity for movement. When it is not possible to follow the regulations, to seek other alternatives, such as serves above the waist or higher.
- To find the most efficient way to make basic shots, depen-ding on the type of disability and level.
- If the person uses a wheelchair or has a prosthesis (on a lower or upper limb), to test out modifications to the techniques in search of the most efficient strategy.
- Shorter rackets for shorter people.
b) In the case of people with an intellectual handicap (who often also suffer from movement problems), the above criteria must be followed, in addition to other specific ones relating to intellectual disabilities.
In many cases, the adaptations solely relate to their unders-tanding of the tasks and to difficulty in communicating, and the adaptations will be focused on the coach or teacher through the use of clear instructions, simple specific vocabulary, short para-graphs, and gestures and mimicry of movements as backup.
After any instructions are given, checks must be made to en-sure that they have been understood and the players with disabi-lities’ reactions must be closely observed to evaluate their efforts, making any corrections in a positive way.
In the case of people with autism spectrum disorder, draw their eye to get their attention, using direct body language, and take into account whether they accept contact with you or not. All this can be complemented with the use of images (photos, drawings and pictograms) to aid their comprehension of the tas-ks. Their use is outlined in the last part of this lesson.
4.3. The participation of persons without disabilities in adapted tasks for the people with disabilities
The persons without disabilities’ level of involvement is crucial
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in contributing to the success of inclusive badminton by facilitating adapted exercises and helping the participants with disability to complete each session without interruption. This is what is known in literature as “inverse integration”.
It is highly educational and illustrative to put persons without disability in a situation in which they have to carry out tasks and exercises under the same conditions as a person with disability. This is relatively easy in the case of people with a physical disa-bility by simulating the disability and trying to perform a specific task, thus experiencing what it is like to have a limitation.
Some very effective ways of doing this include:
- Doing an exercise where you are not required to move too far away, sitting on the floor or on a chair;
- Using a wheelchair that needs at least one hand to move it or keep it still, while the other is used to hold a racket and to hit the shuttlecock;
- Restricting the mobility of a lower limb with an elastic resis-tance band or rope;
- Immobilizing one arm completely and limiting the mobility of the other with an elastic resistance band;
- Reducing your vision with a facemask or goggles that li-mit your field of vision or obscure your sight (e.g. by using tinted swimming goggles);
- Limiting what you hear, using ear muffs or earplugs.
As for the size of the court, the net and the materials (the racket and shuttlecock), they can also be very effectively used to experience some situations. For instance:
- Increasing the size of the court by playing on a volleyball court (bigger, with a higher net);
- Using a heavier racket than a badminton racket.
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5. USING PICTOGRAMS IN BADMINTON
5.1. Introduction
Pictograms can be used in badminton activities with the par-ticipation of people with autism spectrum disorder so as to pro-vide visual information about the proposed tasks, allowing them to identify the tasks and understand them more easily, including those referring to the rules of the game.
Pictograms are a fundamental tool in improving activities, both at an introductory level and in training, boosting progress at different levels.
Given the characteristics of badminton, it is a very good sport for people with autism to play, improving their physical skills and impacting on other aspects of their lives at a social, cognitive and psychological level. This is why it is necessary to know how to use pictograms in sport and, in particular, in badminton.
People with autism may have excellent visual comprehension skills and so, a prior model of any task or exercise should be given, and to exemplify the proposed task or exercise is a good way of understanding them. For this precise reason, the use of visual supports (photos, simple drawings etc.) with clear precise language will help in the learning process.
In this section, an outline will be given of some of these visual supports or specific badminton pictograms, although it is impor-tant to take into account the participants’ age and level of unders-tanding when choosing or designing them. There are many online resources with ideas that can serve as a reference in their design or application to badminton.
No two autism sufferers are alike and the choice of pictogram will be dependent on their capacity and familiarization with the images. It is also important to remember that the pictograms they deal with habitually tend to be very specific, adapted to their ca-pacity for comprehension and the tasks they have to do.
In short, it is essential to take an individual approach in the planning of tasks, particularly when dealing with people with au-
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tism spectrum disorder.
5.2. Examples of pictograms in badminton
Pictograms should be prepared in advance to facilitate the different learning tasks, either using individual pictures or panels that show the different steps involved in a task.
a) Identifying badminton and the materials: The shuttle-cocks, rackets, net, posts and court.
NED & POSTS COURT
b) Differentiating the different areas of the court.
Singles Doubles
Playing area Playing area
Singles Doubles
Right side Left side Right side Left side
Taken from Wikimedia. Badminton court legal bounds.svg.
https://commons.wikimedia.org/wiki/File:Badminton_court_le-gal_bounds.svg?uselang=es
c) Differentiating the service areas.
SHUTTLECKOCK RACQUET
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d) Other materials that are used
HOOP
e) Understanding the rules
- Shuttlecock lands out of the service area
- Shuttlecock lands out of the court
- Change of service
- Points
- No. of games in match
- Not touching the net
5.3. Pictograms for the session
They should be prepared prior to each session in order to ex-plain the tasks to be performed, either using individual pictograms or ones that show a sequence of activities.
A) Warm up
Activity 1. Five-minute jog. Activity 2. Stretching arms and legs. Articular arm movements and stretches of arms and legs.
B) Main part
Activity 1: Warm-up with racket: The partici-pants hit the shuttlecock with the racket to get used to the weight of the racket and shuttle-cock.
CONE
JOG
RACQUET
MOVE ARMS 5 MINUTES
SHUTTELCOCK
STRETCH
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Activity 2: Travelling vertical shots: The participants move around the court, hitting the shuttlecock up vertically into the air.
Activity 3: Vertical shots: The students follow a circuit (from one side of the court to the other) hitting the shuttlecock up vertically into the air.
Activity 4: Shot and change of hands: The participants hit the shuttlecock into the air and change the racket from hand to hand as many times as possible before hitting the shuttlecock again.
Activity 5: Picking up the shuttlecock from the ground: The students try to pick it up with the racket: (Easiest way)The cork of the shuttlecock should be pointing toward the person doing the action. Position the racket behind it (where the feathers are) and scoop it up with the racket.
WITH
Activity 6: Cushioning the shuttlecock: The participants must throw the shuttlecock into the air and try to cushion it when it falls so that it bounces as little as possible.
Activity 7: Rally: Each person plays against their partner, knocking the shuttlecock back and forth.
Activity 8: Serving: Serve the shuttlecock over the net
RACQUET
RACQUET
STRENGTH
LOW SHOTS
LEFT HANDRACQUETRIGHT HAND
MOVE AROUND HITTING THE SHUT-
TUCLOCK
SHUTTELCOCK
PAIR RALLY
LOW
HIGH SHOTS
PICK UP FROM THE FLOUR
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C) Calm-down
Activity 1: Stretching arms and legs Activity 2: Relaxing the parts of the body that were used the most during the activities
COLLECTING THE MATERIALS
FORMING A QUEUE TO FRESHEN UP
6. BIBLIOGRAPHY
The Sanitas Foundation Chair on Inclusive Sport Studies. Inclusi-ve Sport in Schools Programme. Inclusive Badminton. Tasks for B4ALLhttp://www.deporteinclusivoescuela.com/
PLEASE NOTE: Pictograms are a complementary tool that aid the badminton expert in communication, so it is important to complement training with consultations of specialist websi-tes.
7. TO FIND OUT MORE
Physical education. Teaching resources.
http://edufisrd.weebly.com/badminton.html
Websites with pictograms
ANA. The Navarre Autism Association promotes personal independence and social integration and it provides training on
STRETCH
COLLECTING RACQUET
QUEUING
RELAX THE BODY
SHUTTLECOCK CONE
FRESHENING UP
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autism for parents, relatives, professionals and society in general.
h t t p : / / w w w. a u t i s m o n a v a r r a . c o m / w p - c o n t e n t /uploads/2016/03/Multiactividad-adaptado-con-pictos3-te-nis-y-badminton.pdf
Wikimedia. Badminton court legal bounds.svg.
https://commons.wikimedia.org/wiki/File:Badminton_court_legal_bounds.svg?uselang=es
Websites of interest on autism spectrum disorder.
Araasac (Aragonese Portal on Augmentative & Alternative Communication) contains graphic resources and materials to fa-cilitate communication with people with some kind of handicap
http://www.arasaac.org/
Everyday autism. Sport with children with autism spec-trum disorder
https://autismodiario.org/2012/05/10/deporte-para-ni-nos-con-tea/
Cenit network. Cognitive development centres.
https://www.redcenit.com
PICTOSOUNDS: https://www.pictosonidos.com/
Pictograms accompanied by sounds. Also classified by cate-gories
WIKIPICTO: https://www.wikipicto.com/listado-de-pictos
Kipicto is a little dictionary that can be used by children to un-derstand the meaning of a word through a pictogram.
VECTOR PROGRAMME: https://es.vecteezy.com/vecto-res-gratis/pictograma
Another tool for the creation of pictograms. Also by catego-ries.
ISTOCKPHOTO: https://www.istockphoto.com/es/fotos/
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pictogramas?excludenudity=false&sort=mostpopular&media-type=photography&phrase=pictogramas
SHUTTERSTOCK: https://www.shutterstock.com/es/search/pictograma
Google: An image can always be adapted to suit your needs
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8.1. Evaluable task
1. Choose a physical disability and describe the bad-minton court that players with this disability would use in competitions and the necessary adaptations for low serves and high shots.
2. From the bibliography or by looking online, find at least 6 different pictograms other than the ones shown in this lesson that can be used in a badminton session to add to your file of images and to use as a tool.
8.2. Questionnaire (5 questions, 3 options and only one correct answer)
1.- As a sport, badminton’s characteristics make it well sui-ted as an inclusive model, with the participation of persons with disability, because:
a) The context, the materials that are used, the size of the court and the number of participants all facilitate lear-ning at different levels and they allow for shared inclusive activities. b) The other two options are correct.c) Badminton can be quite easily adapted by choosing a smaller playing area than normal for all the players with disability, whatever their disability.
2.- The purpose of holding awareness-raising sessions on disabilities in badminton is:
a) To become more aware of different types of disabili-ties and levels and to find out about the special compe-titions that exist for each case so that these players can reach a high level in the sport. b) To find out what competitions between players with disability are like, to find out the adaptations that are
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made to the regulations and to be able to collaborate in the activity’s different tasks. c) To experience what it is like to be persons with disabi-lities in order to understand the broad meaning of equali-ty, to accept the need for adaptations, and to be willing to take part in badminton activities with people of differing disabilities.
3.- For the successful progressive acquisition of specific badminton skills in an inclusive context:
a) The tasks or exercises must be adapted, bearing in mind the person’s capabilities and disability, whether physical (mobility problems), intellectual (behaviour, un-derstanding, communication) or sensory (visual, hea-ring) so that they can carry them out with everyone else. b) The task must be globally tackled so that it is carried out indistinctly by all the participants, without any diffe-rences between the participants without disability and participants with disability. c) Differences must be made in the exercises and they must be performed separately, depending on the partici-pant’s disability.
4.- At an inclusive badminton session, the following me-thodological considerations will be taken into account in the performance of programmed tasks:
a) The structure of the session and the programmed tasks are the same for all the participants, and adapta-tions are only made when necessary. b) The structure of the session is different when per-sons with disability take part, and the exercises are plan-ned to be carried out differently by the participants with disability. c) The session is carried out at the same time, but the structure and the programmed exercises are different for
EVALUATION
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the participants without a disability and participants with disability.
5.- Pictograms are a suitable tool for:
a) Monitoring complex activities with participants with disability.b) Communicating with people who have difficulty in expressing themselves, following instructions or unders-tanding messages and who mainly use their visual com-prehension to understand tasks. c) To motivate the participants better in inclusive bad-minton activities, clarifying the meaning of the tasks they will have to do.
EVALUATION
Unit 4. Inclusive Practices in BadmintonLesson 12.Proposals for Inclusive Badminton Sessions
1. SELF-ASSESSMENT OF THE SPECIFIC MODULE1.1. Introduction1.2. Self-assessment form
Guide to the Specific Training Module
INCLUSIVE PRACTICES IN BADMINTONEvaluation and Self-Assessment
LENGTH: 20´
1. SELF-ASSESSMENT OF THE SPECIFIC MODULE
1.1. Introduction
Through the self-assessment of this specific module, the aim is for each person to measure and evaluate what they have learnt, together with the effort they have made. In order to objectively rate whether the learning process was a positive one or whether it was not fully successful or not at all well done, a sense of per-sonal responsibility will be needed. The self-assessment process is an individual one and so it must take into account the pace that each person needs to complete the work successfully.
From the results, it is possible to infer whether the basic input in the lessons has been learnt and whether the learning process was completed to the required level.
1.2. Self-assessment form
Fill in the required information in the first part of the form and then rate the statements in the following part. Remember that you are rating the endeavours you made to study the specific module and the proposed materials and resources.
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Training Guide to the Specific Module Self-Assessment
First name & surnames: Details of the study period of the specific module Time period: From: __/__/____ to: __/__/____
No. of hours’ study:
Place:
Date of self-assessment:
Briefly state what you appreciated the most about the following aspects: From among the articles you read, which did you think was the best?
Which video would you recommend to explain what inclusive badminton is.
If you looked at the contents of the module with another person, name the organization that they belong to, their role there, and their opinion of the contents.
Rate the work you have done on this specific module by marking one of the numbers with an X. Ratings1= Extremely low / Nothing/ Never / Bad, 2 = Very low /Very little / Very insufficient3 = Low / Little / Insufficient4 = Quite a lot / Good / Sufficient5 = A lot / Always / Very good
Rating
The time spent studying the lessons 1 2 3 4 5
Your reading of the recommended documents in order to find out more 1 2 3 4 5
The time spent watching videos and looking over other resources 1 2 3 4 5The effort you made reading the texts and overcoming any problems 1 2 3 4 5Additional steps to clarify things you were unsure of (e.g. asking other people about the recommended readings). 1 2 3 4 5
From the studied subject matter, can you explain to someone what inclusion in badminton means? 1 2 3 4 5
The effort you invested in the specific training 1 2 3 4 5Global appraisal of your efforts and work on the specific module. 1 2 3 4 5
PRACTICAL MODULE
PARTICIPATION IN INCLUSIVE BADMINTON ACTIVITIES
LENGTH: 5 HOURS(CHOOSE ONE)
CHAPTER 4
Guide to the Practical Training ModulePARTICIPATION
IN INCLUSIVE BADMINTON ACTIVITIES
1. INTRODUCTION2. ORGANIZATION & DURATION OF THE PRACTICAL TRAINING
2.1 Type of practical training and duration2.2. The organization of the practical training
LENGTH: 10´
1. INTRODUCTION
The practical training module is designed to round off the B4ALL training period. Through real participation in activities, any knowledge built up from the Common Module and Specific Mo-dule can be applied and experience can be gained to consolidate the skills associated with each professional profile (managers, te-chnical professionals, volunteers or umpires).
The idea is for each type of professional to carry out the prac-tical training duties associated with their professional profile and hence gain the necessary experience to round off their B4ALL training.
When they complete the practical training by fulfilling their specific functions, the professionals in each of the profiles should be able to:
- Understand and apply the necessary equality and safety criteria to ensure joint participation in activities, fostering inclusion and equal opportunities.
- Observe and identify situations where intervention is nee-ded to guide the participants (both with and without a disability), facilitating inclusive practices through specific solutions aimed at improving inclusion.
- Propose well-reasoned alternatives to observed situations, based on empirical criteria and theoretical knowledge.
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- Provide adequate information to the participants with a disability (and their relatives if applicable) on any adaptations so as to ensure a fully inclusive model and fully satisfactory sports activity.
In the following sections, guidelines are given on the practical training and self-assessment at the end of it.
2. ORGANIZATION & DURATION OF THE PRACTI-CAL TRAINING
2.1. Type of practical training and duration
A particular type of practical training will be required as per the professional profile of the person registering to take part in B4ALL training, tied in with the skills they need to acquire and the teaching units of the Common Module and Specific Module.
The following table shows the three practical training options that can be done by each professional profile. With the exception of umpires, whose training is limited to the inclusive competition option, the other professional profiles can do all three options, carrying out the duties assigned to each one.
Eligible practical training options
Managers
Technical professionals (coaches/P.E.
teachers)
Volunteers Umpires
Lesson 1. Introductory badminton sessions in disabled contexts. 5 hours 5 hours 5 hours NO
Lesson 2. Inclusive badminton training or introductions to the sport (in schools, clubs or sports associations).
5 hours 5 hours 5 hours NO
Lesson 3. Inclusive badminton competitions. 5 hours 5 hours 5 hours 5 hours
Minimum & maximum duration per professional profile 5 / 15 hours 5 / 15 hours 5 / 15 hours 5 hours
For all the professional profiles, each of the options’ estimated duration is 5 hours. This includes taking part in the organization and execution of the activity by fulfilling the relevant duties, plus
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the completion of the self-assessment.
By doing all three of the above options, up to 15 hours practical training can be completed by managers, technical professionals (P.E. teachers/coaches) and volunteers. The practical training for umpires is solely limited to the inclusive competition option.
2.2. The organization of the practical training
The practical training activities must be carried out in colla-boration with a body or association facilitating the said training, always under the supervision or tutorship of a person appointed by the body or bodies promoting the activity.
The body or bodies promoting the activity must accept the candidate for practical training, outlining what their duties and collaborative tasks will be so that their completion can later be certified.
During the practical training, accident insurance cover must be envisaged, as per the corresponding legislation and, in all ca-ses, in accordance with the collaboration agreement between the bodies and the available sport insurance.
The practical training can be carried out in collaboration with institutions, centres or bodies of differing types. Some examples are:
- Infant, primary and secondary schools;
- Universities in collaboration with faculties, degree pro-grammes, disability services etc.;
- Associations for people with a disability (physical and inte-llectual disabilities, hearing impairments etc.);
- Badminton clubs and multidisciplinary sports associations;
- Public bodies, like town councils and regional or national authorities.
As for organizational aspects of the practical training, they are outlined in lesson 13 of unit 5 of the Specific Module “Guide to the Organization and Promotion of Inclusive Badminton
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Activities and Competitions”. This encompasses the three afo-resaid options:
- Option 1: Introductory badminton sessions in disabled contexts.
- Option 2: Inclusive badminton training or introductions to the sport (in schools, clubs or sports associations).
- Option 3: Inclusive badminton competitions.
The activities must be backed up by documents that reflect the different stages:
1) The announcement of the activity or programme schedule, as applicable.
2) A report on participation in the activity.
3) A report on the results of the satisfaction survey given to the participants.
4) The notice or notices used to disseminate the activity (on-line, in the media).
In the final section of this module, model documents can be found to help organize the activities, together with the forms for the reports. These must necessarily be based on a standard mo-del in order to gather the necessary data to draw up participation statistics for B4ALL activities.
Practical Module
UNIT 5
REAL PARTICIPATION IN INCLUSIVE BADMINTON
ACTIVITIES LENGTH: 10´
PRACTICAL TRAINING IN INTRODUCTORY BADMINTON SESSIONS IN DISABLED
CONTEXTS
1. INTRODUCTION2. ORGANIZATION & DURATION OF THE PRACTICAL TRAINING
2.1 Organization2.2 Duration
3. PRACTICAL TRAINING DUTIES BY PROFESSIONAL PROFILES
3.1 Profile: Manager3.2 Technical professionals (coaches / P.E. teachers)3.3 Volunteers
4. ELF-ASSESSMENT OF THE PRACTICAL TRAINING4.1 Guidelines on drawing up a practical training report4.2 Self-assessment form of the practical training
Practical Module
LESSON 13
Authors: José Luis Hernández Vázquez & Eduardo Hernández ZabaraLENGTH: 4,5 HOURS
1. INTRODUCTION
The aim of introductory badminton sessions or activities in contexts specifically for people with a disability is to offer direct experience of badminton for beginners through group participa-tion, so that the participants:
• Are introduced to the sport, can discover the magnificent opportunity that badminton offers people with disabilities of all kinds, and can learn the basic skills that are required to handle a racket and shuttlecock;
• And their families see for themselves that badminton can provide an ongoing satisfactory opportunity to play a sport in an inclusive setting;
• Can see that it is a sport that they can play, and that if they continue to train, they can reach a level where, with mini-mum adaptations, they are able to compete with people without a disability at “inclusive” events.
Generally speaking, the group of participants belong to an umbrella association for people with a similar disability and the activities form part of a series of “badminton sessions”.
“Excellence” in practical training will be achieved when the trainee takes part in sessions for people of differing disabilities (physical, intellectual, with achondroplasia, hearing impairments etc.).
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In this practical training option on introductory badminton ses-sions in disabled contexts, each of the professional profiles has differing yet complementary duties so that the final work they per-form consists of a series of complementary tasks aimed at mee-ting a set of common goals.
In the following sections, a series of guidelines are given on practical training in disabled contexts.
2. ORGANIZATION & DURATION
2.1. Organization
The practical training activities must take place in a collabo-rative environment with a body or association that facilitates this training, always under the supervision or tutorship of a person appointed by the body or bodies promoting the activity, i.e. the club to which the person doing the practical training belongs.
The body or bodies promoting the activity must accept the person doing the practical training, outlining what their duties and collaborative tasks will be so that their completion can later be certified.
During the practical training, the relevant accident and civil liability insurance cover must be envisaged, as per the corres-ponding legislation and, in all cases, in accordance with the colla-boration agreement between the bodies and the available sport insurance cover.
The practical training can be carried out in collaboration with institutions, centres and organizations working with people with disabilities (physical and intellectual disabilities, hearing impair-ments, Down syndrome etc.).
- At badminton clubs and multidisciplinary sports associa-tions;
- At public bodies, such as town councils, at a regional and state level.
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in Disabled Contexts
As for organizational aspects of the practical training, these are described in lesson 5 of unit 4 of the Specific Module “Orga-nizing & Promoting Inclusive Activities and Competitions” in the “Introductory Badminton in Specific Disabled Contexts” op-tion.
When the practical training is being done, it is important to make sure that the activities are backed up by documents that reflect the different stages:
1) The announcement of the event or programme schedule for the activity, as appropriate in each case.
2) A report on participation in the activity.
3) A report on the results of the satisfaction survey given to the participants.
4) The notice or notices used to disseminate the activity (on-line, in the media).
In the final section of lesson 5 of unit 4, model documents can be found to help organize the activities, together with the forms for the reports. These must necessarily be based on a standard model in order to gather the necessary data to draw up participa-tion statistics for B4ALL activities.
2.2. Duration
CA particular type of practical training will be required as per the professional profile of the person registering to take part in B4ALL training, tied in with the skills they need to acquire and the teaching units of the Common Module and Specific Module.
The practical training for each professional profile shall last for a minimum of 5 hours, and it shall include involvement in the organization and execution of the activity, as per the assigned duties, and the completion of a self-assessment report.
Training for umpires is not included in this practical training option, since it is only envisaged in the inclusive competition op-tion.
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3. PRACTICAL TRAINING DUTIES BY PROFESSIO-NAL PROFILES
Outlined below are the main practical training duties to be ful-filled by each of the professional profiles that make up the team in charge of activities.
3.1. Profile: Manager
Before: Preparation
- To contact organizations with a view to entering into colla-boration agreements for introductory badminton sessions.
- To draw up agreements for the organization of activities or announcements of activities when they are open to people in general.
- To disseminate the announcement of an event to the members of collaborating bodies, striving to ensure its maximum dissemination.
- To manage the team of people who will carry out the acti-vity (the technical professionals and volunteers).
- To gather registration data so that a participation report can be drawn up.
- To prepare the registration documents and satisfaction survey.
Eligible practical training Managers
Technical professionals (coaches/P.E.
teachers)
Volunteers Umpires
Introduction to badminton in disabled contexts. YES YES YES NO
Minimum duration per professional profiler 5 hours 5 hours 5 hours --
Total duration of the three profiles: 15 hours
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During: Execution
- To be available to deal with any issues relating to the ma-nager’s duties as coordinator.
- To supervise the distribution and collection of satisfaction surveys given to the participants and their relatives and compa-nions.
- To collaborate in overcoming any problems or situations that might arise during the execution of the activity.
After: exploiting the results
- To prepare the participation report.
- To prepare the report on the satisfaction surveys and, if agreed, to send the completed forms to the body coordinating the activities of clubs taking part in the dissemination stage of the B4ALL project.
- To make the results of the activity (data and photos) known to members and other interested parties, in addition to social networks and the media.
- To explore the possibility of organizing further sessions with other bodies that work with people with disabilities.
- To come up with ideas for improving the competitions and to inform the organizers.
3.2. Technical professionals (coaches / P.E. teachers)
Before: Preparation
- To find out the characteristics of the group: the number of people, ages, type of disability, disability levels.
- To specify the facilities and materials that will be needed.
- To prepare an enjoyable, fun-filled class that motivates all the participants and rouses their interest.
- To use appropriate materials so as to facilitate more com-plex skills.
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During: Execution
- To take into account the makeup of the group in the choice of format so as to make learning more dynamic and efficient for all the participants.
- When necessary, to put the non-disabled participants in situations in which their capacity for travel or their movements are limited so that they experience what it is like for the participants with a disability.
- To supervise the programmed activities and to make any necessary modifications to ensure a high level of involvement and interest in the tasks.
- To collaborate with management in the distribution and co-llection of the satisfaction surveys.
After: Exploiting the results
- To reach a series of conclusions, based on the results of the session, identifying the strengths of the event and possible improvements to be made to ensuing sessions.
- To exchange impressions with other members of the team involved in the session.
- To collaborate in drawing up the activity report.
3.3. Volunteers
Before: Preparation
- To confirm your involvement with the team in charge of the activity.
During: Execution
- To collaborate in helping the participants to travel to the venue where the activity is held and in access to the facilities.
- To assist in communication with participants with a disabi-lity and in descriptions of the tasks.
- To intervene and take part in the tasks in order to assist
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participants with a disability.
After: Exploiting the results
- To participate in the analysis of the results and reflections on them.
- To propose changes and improvements
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EVALUATION
On completion of the practical training described in this lesson, a self-assessment must be completed, made up of two documents:
- A practical training report.
- A self-assessment form.
Both documents must be completed before a practical training certificate can be issued.
4.1. Guidelines on drawing up a practical training report
A series of guidelines are given below on the contents and different sections to be included in the practical training report.
a) Text and length
- The report must be clear and concise. It can be recor-ded in electronic format or on paper so that it can be shown or handed in.
- It should not be more than 3 pages long, and it should take the following format:
Font and letter size: Arial 10 or 11
Line spacing: 1.5
Normal margins (right margin: 2.5; left margin: 3)
All the pages should be numbered.
- It should be preceded by a cover bearing the name of the report, the author’s name, and a list of contents with the headings of the different sections.
b) Organizational details. It should mention all details of interest relating to the organization of the practical trai-
Unit 5. Real Participation in Inclusive Badminton ActivitiesLesson 13. Practical Training in Introductory Badminton Sessions in Disabled Contexts
385
EVALUATION
ning:
Personal details.
Professional profile.
Type of practical training (training option or options)
Body or bodies promoting it.
Dates, place where completed, and duration.
Characteristics and details of the participants (with/wi-thout a disability, number by sex and age).
Team in charge of the activity (the other people you co-llaborated with and their duties).
c) Brief summary of the practical training. An outline of the activities and tasks that were carried out during the practical training in chronological order.
a) activity or activities that were carried out.
b) the materials and other resources that were used.
d) Analysis and conclusions. A brief analysis of the results of the practical training, trying to relate this to the modules or teaching units from the training syllabus for your professional profile, attempting to show:
- whether the practical training really complemented what you learnt from the training syllabus;
- which aspects of the practical training contributed the most to the learning process;
- suggestions for improving the experience.
e) Appendix. This should contain all the documents used in the preparation, execution and dissemination of the
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EVALUATION
activity, including photos and videos if any were made, with the authorization of the participants.
4.2. Self-assessment form of the practical training
Name & surnames: Period of the practical training; from: __/__/____ to: __/__/____Professional profile for which the training was done (tick the right box): Manager ; Technical professional ; Volunteer Name of tutor:Title given to the activity: Place of practical training:No. of completed hours: Date of self-assessment:
Each of the criteria in the table should be rated on a scale from 1 to 5, based on your experience of the practical training, as per the following opinions:
1= Nothing/Never/Bad,
2 = Very little, very poor
3 = Not much, poor
4 = Quite a lot, good
5 = Very much/Always/Very good
General criteria to be assessed RatingA) Organizational aspects
Preparation of the activity in collaboration with the promoting bodies 1 2 3 4 5The fulfilment of the envisaged activities 1 2 3 4 5Punctuality with times 1 2 3 4 5The availability of the required materials 1 2 3 4 5Observance of the rules of the place where the activity was held 1 2 3 4 5Suitable use of resources 1 2 3 4 5
B) ) Relations with the participantsPrior to the activity, the necessary information and explanations were given 1 2 3 4 5
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EVALUATION
Overall assessmentBased on the previous ratings, what is your overall assessment of the practical training you have done.
1 2 3 4 5
The tasks were carried out without incident or in a satisfactory way 1 2 3 4 5There was teamwork and good collaboration 1 2 3 4 5The quality of communication and the treatment given to the participants 1 2 3 4 5Adaptations to take into account the group of participants and efforts to integrate them 1 2 3 4 5
An understanding of the adaptations that were made to foster inclusion 1 2 3 4 5
C) Other aspects to assessPersonal efforts to complete the tasks 1 2 3 4 5Collaboration with the team organizing the activities 1 2 3 4 5The capacity to improvise and to adapt the tasks when necessary 1 2 3 4 5Satisfaction with the achieved results 1 2 3 4 5Capacity for critical analysis in order to improve the activity 1 2 3 4 5Quality of communication and of the interventions 1 2 3 4 5
D) Future prospectsThe possibility of future collaboration with the collaborating bodies 1 2 3 4 5Taking advantage of the experience by carrying it out with other bodies 1 2 3 4 5The interest of other bodies or people in the activity 1 2 3 4 5The opportunity to extend the model 1 2 3 4 5Improved personal professional skills 1 2 3 4 5
Improved relations with other bodies and collaborative opportunities 1 2 3 4 5
Unit 5. Real Participation in Inclusive Badminton ActivitiesLesson 13. Practical Training in Introductory Badminton Sessions
in Disabled Contexts
INCLUSIVE BADMINTON IN SCHOOLS AND INTRODUCTIONS TO SPORT
1. INTRODUCTION2. ORGANIZATION & DURATION OF THE PRACTICAL TRAINING
2.1 Organization2.2 Duration
3. PRACTICAL TRAINING DUTIES BY PROFESSIONAL PROFILES
3.1 Profile: Manager3.2 Technical professionals (coaches/ P.E. teachers)
4. SELF-ASSESSMENT OF THE PRACTICAL TRAINING4.1. Guidelines on drawing up a practical training report 4.2. Self-assessment form of the practical training
Practical Module
LESSON 14
Authors: José Luis Hernández Vázquez & Eduardo Hernández ZabaraLENGTH: 4,5 HOURS
1. INTRODUCTION
The practical training will focus on the participation of peo-ple with a disability in badminton activities alongside (and never separate from) all the other participants, either in schools or in sports clubs.
This type of activity is fundamental in:
• Fostering ongoing participation in badminton and the im-provement of specific badminton skills, gradually incorpo-rating people with a disability in different badminton acti-vities;
• Confirming that people with a disability can play alongside everyone else, through good practices and any necessary adaptations;
• Boosting the opportunity for people with a disability to play sport.
The duties of the professional profiles involved in beginner badminton and training activities in inclusive badminton environ-ments are outlined in the table shown further below.
2. ORGANIZATION & DURATION
2.1. Organization
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The practical activities must be held in schools (in P.E. clas-ses or in an activity outside normal school hours), or in collabo-ration with a badminton club, or as part of a badminton activity at an association for people with disabilities with the participation of non-disabled peers so that the activity can be done jointly and the participants’ continuance can be fostered.
The body or bodies promoting the activity must accept the person doing the practical training, outlining what their duties and collaborative tasks will be so that their completion can later be certified. The training must always be done under the supervision or tutorship of a person appointed by the body or bodies promo-ting the activity.
During the practical training, the relevant accident insurance cover must be envisaged, as per the corresponding legislation and, in all cases, in accordance with the collaboration agreement between the bodies and the available sport insurance cover.
As for organizational aspects of the practical training, these are described in lesson 5 of unit 4 of the Specific Module “Orga-nizing & Promoting Inclusive Activities and Competitions” in the “training in/an introduction to inclusive badminton” option.
It is important to make sure that the activities are backed up by documents that reflect the different stages:
1) The announcement of the activity or programme schedule, as applicable.
2) A report on participation in the activity.
3) A report on the results of the satisfaction survey given to the participants.
4) The notice or notices used to disseminate the activity (on-line, in the media).
In the final section of lesson 5 of unit 4, model documents can be found to help organize the activities, together with the forms for the reports. These must necessarily be based on a standard model in order to gather the necessary data to draw up participa-
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tion statistics for B4ALL activities.
2.2. Duration
A particular type of practical training will be required as per the professional profile of the person registering to take part in B4ALL training, tied in with the skills they need to acquire and the teaching units of the Common Module and Specific Module.
The following table shows the duration of the practical training for each professional profile.
3. PRACTICAL TRAINING DUTIES BY PROFESSIO-NAL PROFILES
Outlined below are the main practical training duties to be ful-filled by each of the professional profiles that make up the team in charge of activities.
3.1. Profile: Manager
Before: Preparation
- To contact organizations and players with a disability to offer them the experience of inclusive badminton in the context of a school, club training session or at a collaborating organization that works with people with disabilities.
- To prepare the inclusive badminton programme with your team of technical professionals.
- To disseminate the programme schedule and timetable of
Eligible practical training
Managers
Technical professionals (coaches/P.E.
teachers)
Volunteers Umpires
Training in/an introduction to in-clusive badminton (in schools, clubs or sports associations).
YES YES YES NO
Minimum duration per professio-nal profile 5 hours 5 hours 5 hours 5 hours
Total duration of the three profiles: 15 hours
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the inclusive activity.
- To prepare the satisfaction survey for the participants.
During: Execution
- To deal with issues relating to your tasks as coordinator.
- To supervise the distribution and collection of satisfaction surveys given to the participants and their relatives and compa-nions.
- To overcome any problems that might arise during the or-ganization of the activity.
- To explain to the relatives and companions any decisive factors in ensuring full inclusion in badminton (the surface, pla-ying area, adaption of the rules etc.).
After: exploiting the results
- To prepare the participation report.
- To prepare the report on the satisfaction surveys and, if agreed, to send the completed forms to the body coordinating the activities of clubs taking part in the dissemination stage of the B4ALL project.
- To make the results of the activity (data and photos) known to members and other interested parties, in addition to social ne-tworks and the media.
- To explore the possibility of organizing further activities with other bodies that work with people with a disability.
3.2. Technical professionals (coaches/ P.E. teachers)
Before: Preparation
- To find out the type and level of disability of the people who are going to take part in the activity, preparing how to adapt the programmed tasks to meet their needs.
- To familiarize yourself with the available facilities and to choose appropriate materials to facilitate more complex skills.
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- To prepare an enjoyable, fun-filled class that motivates all the participants and rouses their interest.
During: Execution
- To deal immediately with any situations that arise during the execution of tasks, intervening so as to optimize the process.
- To use an appropriate means and style of communication with the participants and to adapt the tasks so that they can be performed more effectively by participants with a disability, de-pending on their limitations.
- To collaborate in the distribution and collection of satisfac-tion surveys on the activity.
After: Exploitation of the results.
- To reach a series of conclusions, based on the results of the session, identifying the strengths of the event and possible improvements to be made in the future.
- To exchange impressions with other members of the team involved in the inclusion activity.
- To give any necessary explanations to relatives or tutors of people with a disability taking part in the activity.
- To collaborate in collecting the satisfaction surveys and in drafting the report on the activity.
1.1. Volunteers
Before: Preparation
- To confirm your involvement with the team in charge of the activity.
During: Execution
- To collaborate in helping the participants to travel to the venue where the activity is held and in access to the facilities.
- To assist in communication with participants with a disabi-lity and in descriptions of the tasks.
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- To intervene and take part in the tasks in order to assist participants with a disability.
After: Exploiting the results
- To participate in the analysis of the results and reflections on them.
- To propose changes and improvements.
397
On completion of the practical training described in this lesson, a self-assessment must be completed, made up of two documents:
- A practical training report.
- A self-assessment form.
Both documents must be completed before a practical training certificate can be issued.
4.1. Guidelines on drawing up a practical training report
A series of guidelines are given below on the contents and different sections to be included in the practical training report.
a) Text and length
- The report must be clear and concise. It can be recor-ded in electronic format or on paper so that it can be shown or handed in.
- It should not be more than 3 pages long, and it should take the following format:
Font and letter size: Arial 10 or 11
Line spacing: 1.5
Normal margins (right margin: 2.5; left margin: 3)
All the pages should be numbered.
- It should be preceded by a cover bearing the name of the report, the author’s name, and a list of contents with the headings of the different sections.
b) Organizational details. It should mention all details of interest relating to the organization of the practical trai-
EVALUATION
Unit 5. Real Participation in Inclusive Badminton ActivitiesLesson 14. Inclusive Badminton in Schools and Introductions to Sport
398
ning:
Personal details.
Professional profile.
Type of practical training (training option or options)
Body or bodies promoting it.
Dates, place where completed, and duration.
Characteristics and details of the participants (with/wi-thout a disability, number by sex and age).
Team in charge of the activity (the other people you co-llaborated with and their duties).
c) Brief summary of the practical training. SAn outli-ne of the activities and tasks that were carried out during the practical training in chronological order.
a) activity or activities that were carried out.
b) the materials and other resources that were used.
d) Analysis and conclusions. A brief analysis of the results of the practical training, trying to relate this to the modules or teaching units from the training syllabus for your professional profile, attempting to show:
- whether the practical training really complemented what you learnt from the training syllabus;
- which aspects of the practical training contributed the most to the learning process;
- suggestions for improving the experience.
e) Appendix. This should contain all the documents used in the preparation, execution and dissemination of the
EVALUATION
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activity, including photos and videos if any were made, with the authorization of the participants.
4.2. Self-assessment form of the practical training
NName & surnames: Period of the practical training; from: __/__/____ to: __/__/____Professional profile for which the training was done (tick the right box): Manager ; Technical professional ; VolunteerName of tutor:Title given to the activity: Place of practical training:No. of completed hours: Date of self-assessment:
Each of the criteria in the table should be rated on a scale from 1 to 5, based on your experience of the practical training, as per the following opinions:
1= Nothing/Never/Bad
2 = Very little, very poor
3 = Not much, poor
4 = Quite a lot, good
5 = Very much/Always/Very good
General criteria to be assessed RatingA) Organizational aspects
Preparation of the activity in collaboration with the promoting bodies 1 2 3 4 5The fulfilment of the envisaged activities 1 2 3 4 5Punctuality with times 1 2 3 4 5The availability of the required materials 1 2 3 4 5Observance of the rules of the place where the activity was held 1 2 3 4 5Suitable use of resources 1 2 3 4 5
B) Relations with the participantsPrior to the activity, the necessary information and explanations were given 1 2 3 4 5
Unit 5. Real Participation in Inclusive Badminton ActivitiesLesson 14. Inclusive Badminton in Schools and Introductions to Sport
EVALUATION
400400
Overall assessmentBased on the previous ratings, what is your overall assessment of the practical training you have done.
1 2 3 4 5
The tasks were carried out without incident or in a satisfactory way 1 2 3 4 5There was teamwork and good collaboration 1 2 3 4 5The quality of communication and the treatment given to the participants 1 2 3 4 5Adaptations to take into account the group of participants and efforts to integrate them 1 2 3 4 5
An understanding of the adaptations that were made to foster inclusion 1 2 3 4 5
C) Other aspects to assessPersonal efforts to complete the tasks 1 2 3 4 5Collaboration with the team organizing the activities 1 2 3 4 5The capacity to improvise and to adapt the tasks when necessary 1 2 3 4 5Satisfaction with the achieved results 1 2 3 4 5Capacity for critical analysis in order to improve the activity 1 2 3 4 5Quality of communication and of the interventions 1 2 3 4 5
D) Future prospectsThe possibility of future collaboration with the collaborating bodies 1 2 3 4 5Taking advantage of the experience by carrying it out with other bodies 1 2 3 4 5The interest of other bodies or people in the activity 1 2 3 4 5The opportunity to extend the model 1 2 3 4 5Improved personal professional skills 1 2 3 4 5
Improved relations with other bodies and collaborative opportunities 1 2 3 4 5
Unit 5. Real Participation in Inclusive Badminton ActivitiesLesson 14. Inclusive Badminton in Schools and Introductions to Sport
EVALUATION
INCLUSIVE BADMINTON COMPETITIONS
1. INTRODUCTION2. ORGANIZATION & DURATION OF THE PRACTICAL TRAINING
2.1 Organization of the practical training2.2 Duration
3. PRACTICAL TRAINING DUTIES BY PROFESSIONAL PROFILES
3.1. Profile: Managers3.2 Technical professionals (coaches/ P.E. teachers)3.3 Profile: Volunteers3.4 Profile: Umpires
4. SELF-ASSESSMENT OF THE PRACTICAL TRAINING4.1. Guidelines on drawing up a practical training report 4.2. Self-assessment form of the practical training
Practical Module
LESSON 15
Authors: José Luis Hernández Vázquez & Eduardo Hernández ZabaraLENGTH: 4,5 HOURS
1. INTRODUCTION
With the organization of fully inclusive badminton competi-tions featuring players with a disability, the envisaged goals of the B4ALL project are largely achieved.
It is important to note that an inclusive competition does not entail modifying the format of a conventional one, but that it allows for the participation of people with a disability by making any necessary adaptations so that they can compete alongside everyone else. Adaptations are only made for inclusive matches, depending on the type and level of disability of the player(s) in each one.
The objectives of inclusive badminton competitions are:
• To allow players with a disability who take part in the acti-vities of clubs or classes run by other bodies to participate in badminton competitions.
• To foster competition matches between people who regu-larly take part in badminton training sessions or classes, giving them the chance to gain more experience through an inclusive model.
• To adopt a format of competition that allows for the par-ticipation of people with a disability and to introduce an initiative promoted in institutional agreements and decla-rations by bodies like the UNESCO, European Union and
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countries taking part in the B4ALL project.
• To help people gain greater experience of competitions and improve their level so that they can go on to compete in para-badminton competitions.
In short, through inclusive competitions, the aim is to facilitate the participation of people with a disability alongside other pla-yers, fully integrating functionally diverse players in competitions.
In the following sections, guidelines are given on the practical training and self-assessment to be made on its completion.
2. ORGANIZATION & DURATION OF THE PRACTI-CAL TRAINING
2.1. Organization of the practical training
Competitions are generally promoted by a single body or by several collaborating bodies sharing the same interests. These bodies must facilitate the incorporation of people planning to do practical training, supervising and tutoring them, specifying the duties to be performed, and certifying the tasks’ fulfilment at the end of it.
The bodies must envisage the need for relevant accident and civil liability insurance cover for the said people, as per the co-rresponding legislation and, in all cases, in accordance with the collaboration agreement between the bodies and the available sport insurance cover.
As for organizational aspects of the practical training, these are described in lesson 5 of unit 4 of the Specific Module “Orga-nizing & Promoting Inclusive Activities and Competitions” in the “inclusive badminton competition” option.
It is important to make sure that the competition for which the practical training is done is backed up by documents that reflect the different stages:
1) The announcement of the competition or programme sche-
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dule, as applicable.
2) A report on participation in the activity.
3) A report on the results of the satisfaction survey given to the participants.
4) The notice or notices used to disseminate the activity (on-line, in the media).
In the final section of lesson 5 of unit 4, model documents can be found to help organize the activities, together with the forms for the reports. These must necessarily be based on a standard model in order to gather the necessary data to draw up participa-tion statistics for B4ALL activities.
2.2. Duration
Cada perfil profesional por el que se ha realizado la inscrip-ciónA particular type of practical training will be required as per the professional profile of the person registering to take part in B4ALL training, tied in with the skills they need to acquire and the teaching units of the Common Module and Specific Module.
The practical training shall have a minimum duration of 5 hours for each professional profile. This shall include participa-tion in the organization and execution of the activity, as per the duties corresponding to the professional profile, and the self-as-sessment report.
Eligible practical training options
Managers
Technical professionals (coaches/P.E.
teachers)
Volunteers Umpires
Inclusive badminton competitions YES YES YES YESMinimum duration per professio-
nal profile 5 hours 5 hours 5 hours 5 hours
Total duration of four profiles: 20 hours
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3. PRACTICAL TRAINING DUTIES BY PROFESSIO-NAL PROFILES
Outlined below are the main practical training duties to be ful-filled by each of the professional profiles that make up the team in charge of activities.
3.1. Profile: Managers
Before: Preparation
- To contact bodies in order to enter into a collaboration agreement to hold an inclusive badminton competition.
- To draft the announcement for the inclusive badminton competition.
- To disseminate the competition announcement as widely as possible.
- To supervise the team of people carrying out the activity (the technical professionals, volunteers and umpires).
- To take charge of the registration process and prepare the tournament brackets.
- To prepare the satisfaction survey.
During: Execution
- Before the event begins, to explain what the competition will be like to the participants and their relatives, together with the basic guidelines that will be followed for inclusive matches.
- To be available to deal with any issues relating to the ma-nager’s duties as coordinator during the competition.
- To give the satisfaction surveys to the participants and their relatives and companions.
- To settle any matters that arise relating to the organization of the activity.
- To organize the handing out of trophies / prizes / medals.
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After: exploiting the results
- To draw up the participation report.
- To prepare the report on the satisfaction surveys and, if agreed, to send the completed forms to the body coordinating the activities of clubs taking part in the dissemination stage of the B4ALL project.
- To make the results of the activity (data and photos) known to members and other interested parties, in addition to social ne-tworks and the media.
- To come up with ideas for improving the competitions, in-forming the organizers.
- To explore the possibility of organizing further competitions with other bodies or to get the said bodies to organize them.
3.2. Technical professionals (coaches/ P.E. teachers)
Before: Preparation
- To prepare and motivate the players to take part in the competition.
- To collaborate in the preparation of the tournament brac-kets, taking into account the envisaged inclusive matches.
During: Execution
- To provide guidance on and to supervise technical aspects before, during and after each inclusive match.
- To collaborate with other members of the organization in explaining adaptations to inclusive matches to the players, and to clear up any queries by the players with and without a disability.
- To collaborate in the distribution and collection of the satis-faction surveys for the activity.
After: Exploiting the results
- To conduct an analysis of your players’ participation in the event, informing them of your conclusions so as to encourage
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them to make any necessary improvements.
- To make any changes or improvements to the training pro-gramme for each of your players.
- To reach a series of conclusions on the outcome of the competition and to make these known so as to improve any future competitions.
3.3. Profile: Volunteers
Before: Preparation
- To encourage players with a disability to take part in inclu-sive competitions.
During: Execution
- To help the participants to travel to the venue and assist in access to the facilities.
- To assist in communication between the organization and players with a disability.
- To assist with any needs that the players with a disability might have during the competition (changing rooms, hydration, moving around etc.).
- To intervene and, if necessary, help to explain the applica-tion of rules during matches.
After: Exploiting the results
- To participate in the analysis of the results and ensuing reflections on them.
- To propose changes and improvements.
- To help with travel at the end of the competition.
3.4. Profile: Umpires
Before: Preparation
- To find out the type and level of disability of the entrants.
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- To update what you know about adaptations to inclusive matches for each type of disability and level of disability.
- To clear up any queries with other more experienced um-pires and to exchange relevant disability-related knowledge.
During: Execution
- To explain any adaptations to be made to inclusive mat-ches to the players and coaches, and to clear up any queries.
- During matches, to clear up any queries relating to adap-tations and to take decisions when unexpected situations arise.
After: Exploiting the results
- To come up with suggestions for improving the competition and for any required adaptations that have not been considered, making them known to the organizers.
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EVALUATION
On completion of the practical training described in this lesson, a self-assessment must be completed, made up of two documents:
- A practical training report.
- A self-assessment form.
Both documents must be completed before a practical training certificate can be issued.
4.1. Guidelines on drawing up a practical training report
A series of guidelines are given below on the contents and different sections to be included in the practical training report.
a) Text and length
- The report must be clear and concise. It can be re-corded in electronic format or on paper so that it can be shown or handed in.
- It should not be more than 3 pages long, and it should take the following format:
Font and letter size: Arial 10 or 11
Line spacing: 1.5
Normal margins (right margin: 2.5; left margin: 3)
All the pages should be numbered.
- It should be preceded by a cover bearing the name of the report, the author’s name, and a list of contents with the headings of the different sections.
b) Organizational details. It should mention all details of interest relating to the organization of the practical trai-
Unit 5. Real Participation in Inclusive Badminton Activities Lesson 15. Inclusive Badminton Competitions
411
EVALUATION
ning:
Personal details.
Professional profile.
Type of practical training (training option or options)
Body or bodies promoting it.
Dates, place where completed, and duration.
Characteristics and details of the participants (with/wi-thout a disability, number by sex and age).
Team in charge of the activity (the other people you co-llaborated with and their duties).
c) Brief summary of the practical training. An outline of the activities and tasks that were carried out during the practical training in chronological order.
a) activity or activities that were carried out.
b) the materials and other resources that were used.
d) Analysis and conclusions. A brief analysis of the results of the practical training, trying to relate this to the modules or teaching units from the training syllabus for your professional profile, attempting to show:
- Whether the practical training really complemented what you learnt from the training syllabus;
- Which aspects of the practical training contributed the most to the learning process;
- Suggestions for improving the experience.
e) Appendix. This should contain all the documents used in the preparation, execution and dissemination of the
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EVALUATION
activity, including photos and videos if any were made, with the authorization of the participants.
4.2. Self-assessment form of the practical trainingName & surnames: Period of the practical training; from: __/__/____ to: __/__/____Professional profile for which the training was done (tick the right box): Manager ; Technical professional ; Volunteer ; Umpire: Name of tutor:Title given to the activity: Place of practical training:No. of completed hours: Date of self-assessment:
Each of the criteria in the table should be rated on a scale from 1 to 5, based on your experience of the practical training, as per the following opinions:
1= Nothing/Never/Bad
2 = Very little, very poor
3 = Not much, poor
4 = Quite a lot, good
5 = Very much/Always/Very good
General criteria to be assessed RatingA) Organizational aspects
Preparation of the activity in collaboration with the promoting bodies 1 2 3 4 5The fulfilment of the envisaged activities 1 2 3 4 5Punctuality with times 1 2 3 4 5The availability of the required materials 1 2 3 4 5Observance of the rules of the place where the activity was held 1 2 3 4 5Suitable use of resources 1 2 3 4 5
B) Relations with the participantsPrior to the activity, the necessary information and explanations were given 1 2 3 4 5
The tasks were carried out without incident or in a satisfactory way 1 2 3 4 5
Unit 5. Real Participation in Inclusive Badminton Activities Lesson 15. Inclusive Badminton Competitions
413
EVALUATION
Overall assessmentBased on the previous ratings, what is your overall assessment of the practical training you have done.
1 2 3 4 5
There was teamwork and good collaboration 1 2 3 4 5The quality of communication and the treatment given to the participants 1 2 3 4 5Adaptations to take into account the group of participants and efforts to integrate them 1 2 3 4 5
An understanding of the adaptations that were made to foster inclusion 1 2 3 4 5
C) Other aspects to assessPersonal efforts to complete the tasks 1 2 3 4 5Collaboration with the team organizing the activities 1 2 3 4 5The capacity to improvise and to adapt the tasks when necessary 1 2 3 4 5Satisfaction with the achieved results 1 2 3 4 5Capacity for critical analysis in order to improve the activity 1 2 3 4 5Quality of communication and of the interventions 1 2 3 4 5
D) Future prospectsThe possibility of future collaboration with the collaborating bodies 1 2 3 4 5Taking advantage of the experience by carrying it out with other bodies 1 2 3 4 5The interest of other bodies or people in the activity 1 2 3 4 5The opportunity to extend the model 1 2 3 4 5Improved personal professional skills 1 2 3 4 5
Improved relations with other bodies and collaborative opportunities 1 2 3 4 5
Unit 5. Real Participation in Inclusive Badminton Activities Lesson 15. Inclusive Badminton Competitions
1. SELF-ASSESSMENT OF THE PRACTICAL TRAINING MODULE
Guide to the Practical Training Module
REAL PARTICIPATION IN INCLUSIVE BADMINTON ACTIVITIES
Evaluation and self-assessment LENGTH: 20´
1. SELF-ASSESSMENT OF THE PRACTICAL TRAI-NING MODULE
Once the practical training module has been rounded off, the self-assessment form will be returned to the entity (club, associa-tion and/or school centre) through which the person accessed to the B4ALL training, for its evaluation.
Rate each criterion, from 1 to 5, according to the experience you feel you have acquired through the practical training.
Ratings: 1= Extremely low / Nothing/ Never / Bad. 2 = Very low /Very little / Very insufficient 3 = Low / Little / Insufficient. 4 = Quite a lot / Good / Sufficient. 5 = A lot / Always / Very good
First name & surnames: Time period: from: __/__/____ to: __/__/____Name of the tutor:Location of the practical training:Name of the activity carried out during the practical training:Number of hours: Date of self-assessment:
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Guía formativa del Módulo Práctico Evaluación y autovaloración
Global ratingFollowing the above assessments that you have provided, please give a global rating to the practical training.
1 2 3 4 5
Rating
During the practical training, you have met the expected goals set out in the module 1 2 3 4 5
The options offered by the B4ALL practical training were adapted to your training needs 1 2 3 4 5
The practical training has provided you with a real approach to inclusion in Bad-minton 1 2 3 4 5
The practical training has allowed you to use and test procedures to adapt and tailor the tasks aimed at participants in Inclusive Badminton 1 2 3 4 5
With the practical training, you were able to see for yourself the possibilities offered by Badminton in the joint sport practice of persons with and without a disability 1 2 3 4 5
Practical training has allowed you to build interactions with persons with a disability that you had not discovered yet 1 2 3 4 5
Practical training has allowed you to put previously-acquired knowledge to practi-cal use and to discover new ones 1 2 3 4 5
Practical training has enabled you to think over and to test adaptive strategies in the learning of tasks in Badminton 1 2 3 4 5
How would you rate the complementarity of the practical training with the different theoretical contents of the B4ALL training? 1 2 3 4 5
During your practical training, have you commented with others on your experien-ce and the new situations? 1 2 3 4 5
This project has received funding from the European Union’s Erasmus+ programme under the registration number 590603-EPP-1-2017-1-ES-SPO-SCP. This document r eflects only the author’s view and t he Commission is not responsible for any use that may be made of the information it contains.
B4ALL - Badminton for All - Erasmus+ Sport 2018-2020European Network for the Promotion of Inclusive Badminton
