The Sport Empowers Disabled Youth 2 (SEDY2) project encourages inclusion and equal opportunities in sport for youth with a disability by raising their sports and exercise participation in inclusive settings. It was important to ensure that the authentic views, wishes and feelings of youth with a disability regarding inclusion in sport were attained. Therefore, online focus groups were conducted with youth with a disability, their parents and sport professionals in Finland, Lithuania, Portugal and The Netherlands. Seven themes regarding inclusion in sport have been identified from these interviews: having a choice, sense of belonging, everyone can participate, same rights and equality, acknowledge that everyone is unique, inclusion is an ongoing process and terminology (language) is challenging.
DOCUMENT
The Sport Empowers Disabled Youth 2 (SEDY2) project encourages inclusion and equal opportunities in sport for youth with a disability by raising their sports and exercise participation in inclusive settings. It was important to ensure that the authentic views, wishes and feelings of youth with a disability regarding inclusion in sport were attained. Therefore, online focus groups were conducted with youth with a disability, their parents and sport professionals in Finland, Lithuania, Portugal and The Netherlands. During the online EUCAPA 2020 conference the preliminary results of these focus groups were presented.
DOCUMENT
Sport and physical activity are embedded in our education systems and in wider society. This book takes the broadest possible look at this topic, across every key discipline and on different continents, opening up important new directions for the future development of sport and physical activity education. The book examines education in sport coaching, sport management, PE teacher training, physical activity and health promotion, and the emerging discipline of outdoor studies, considering how trends such as globalisation, digitalisation, and privatisation are having a profound impact on education programs. It identifies some of the most important societal issues that must be addressed by sport and physical activity educators, including healthy lifestyles, inequality, intercultural aspects, human rights, and emerging technologies, and looks at how sport and physical activity education in Europe, North America, Latin America, Asia, and Australasia is evolving to meet these challenges. Designed to invite self-reflection, to provoke debate and to open up new cross-disciplinary and international perspectives within sports organisations and higher education institutions, this book is fascinating reading for advanced students, researchers, teachers, and policy makers with an interest in sport and physical activity.
DOCUMENT
Sport and physical activity are embedded in our education systems and in wider society. This book takes the broadest possible look at this topic, across every key discipline and on different continents, opening up important new directions for the future development of sport and physical activity education. The book examines education in sport coaching, sport management, PE teacher training, physical activity and health promotion, and the emerging discipline of outdoor studies, considering how trends such as globalisation, digitalisation and privatisation are having a profound impact on education programs. It identifies some of the most important societal issues that must be addressed by sport and physical activity educators, including healthy lifestyles, inequality, intercultural aspects, human rights, and emerging technologies, and looks at how sport and physical activity education in Europe, North America, Latin America, Asia, and Australasia is evolving to meet these challenges. Designed to invite self-reflection, to provoke debate and to open up new cross-disciplinary and international perspectives within sports organisations and higher education institutions, this book is fascinating reading for advanced students, researchers, teachers and policy makers with an interest in sport and physical activity.
LINK
Chapter 3 describes the need for T-shaped Sport, Physical Activity and Health professionals. The authors de Jong and Skovgaard give insights on how to stimulate exercise and physical activity behaviour and counter sedentarism from a socioecological perspective. This perspective considers the complexity and systems thinking necessary to promote an active lifestyle for health. Furthermore, recommendations for a T-shaped Sport, Physical Activity, and Health professional that is educated in real-life situations (“Living Labs”) are made. From inside the classroom to outside in practice, the approach is a more congruent way of experiencing and learning how to deal with complex Sport, Physical Activity and Health challenges.
DOCUMENT
Objective: To investigate the effects of a school-based once-a-week sports program on physical fitness, physical activity, and cardiometabolic health in children and adolescents with a physical disability. Methods: This controlled clinical trial included 71 children and adolescents from four schools for special education [mean age 13.7 (2.9) years, range 8–19, 55% boys]. Participants had various chronic health conditions including cerebral palsy (37%), other neuromuscular (44%), metabolic (8%), musculoskeletal (7%), and cardiovascular (4%) disorders. Before recruitment and based on the presence of school-based sports, schools were assigned as sport or control group. School-based sports were initiated and provided by motivated experienced physical educators. The sport group (n = 31) participated in a once-a-week school-based sports program for 6 months, which included team sports. The control group (n = 40) followed the regular curriculum. Anaerobic performance was assessed by the Muscle Power Sprint Test. Secondary outcome measures included aerobic performance, VO2 peak, strength, physical activity, blood pressure, arterial stiffness, body composition, and the metabolic profile. Results: A significant improvement of 16% in favor of the sport group was found for anaerobic performance (p = 0.003). In addition, the sport group lost 2.8% more fat mass compared to the control group (p = 0.007). No changes were found for aerobic performance, VO2 peak, physical activity, blood pressure, arterial stiffness, and the metabolic profile. Conclusion: Anaerobic performance and fat mass improved following a school-based sports program. These effects are promising for long-term fitness and health promotion, because sports sessions at school eliminate certain barriers for sports participation and adding a once-a-week sports session showed already positive effects for 6 months.
DOCUMENT
In dit project wordt er voortgeborduurd op de kennis en expertise omtrent beweeginterventies die een brug van zorg naar bewegen slaan (sportzorgprogramma’s). Hier is er veel expertise opgedaan binnen Physical Activity Centre (PAC), een project vanuit het Lectoraat Fysieke Activiteit en Gezondheid van Fontys Sporthogeschool. PAC is ontstaan vanuit twee invalshoeken. Enerzijds als een verbeteractie om een optimale koppeling te realiseren tussen de theoretische kennis (medisch-biologisch en gedragswetenschappelijke theorieën) en het praktisch handelen van een student. Anderzijds was er de maatschappelijke vraag naar ‘beweegaanbod op maat’ omtrent de problematiek rondom chronische ziekten, vergrijzing en bewegingsarmoede.
DOCUMENT
During the online International Symposium of Adapted Physical Activity (ISAPA) in June 2021 te results of the SEDY2 project were presented. Aim The Erasmus+ Sport Empowers Disabled Youth 2 (SEDY 2) project addresses the topic of encouraging inclusion and equal opportunities in sport. Currently, different terminology about inclusion is being used in different countries, making it difficult to compare findings and to set unilineal goals and targets. In order to tackle the issues that are currently preventing youth with disabilities from participating in sports, the primary purpose of this study is to reach a consensus statement on what inclusive sport truly means. Literature shows that inclusion is a question about individual choice of a sporting activity across a continuum of segregated, integrated and inclusive approaches (Kiuppis, 2018) considered as The inclusion spectrum (Stevenson & Black, 2011). Most of the existing research is not based on the authentic wishes and feelings of children and young people with a disability themselves. Therefore, the main research question is ‘Inclusion in sport: what does it mean in practice?’ Methods To ensure that the authentic views, wishes and feelings regarding inclusion in sport were attained, online focus groups interviews were conducted with children and young people with a disability, their parents and sport professionals in Finland, Lithuania, Portugal and The Netherlands. Data is coded and analysed with Maxqda through the method of thematic content analysis. Results All four countries conducted a focus group with each stakeholder group: children with a disability themselves, their parents and sport professionals. In total 12 focus group interviews were conducted. Preliminary results show that inclusion is about individual needs and wishes and is associated with terms as feeling welcome, taking part, having a choice and equal opportunity. “…it is equal opportunities for all to participate and that, that you are part of like a group and, and that feeling of being part of a group and that you feel welcome.” Focus groups with professionals found that for them inclusion is not the same as inclusion policy. “I think we are talking about the same thing, and we feel the same way, but if we compare that to the inclusion policy or the sports covenant, maybe we are not always talking about the same thing.” All focus groups will be analysed and the results will be presented during the session. Discussion/conclusion Results have been discussed within the SEDY project group with sport organisations, Paralympic Committees and Universities of Applied Sciences to reach internal consensus. In order to tackle the issues that are currently preventing people with disabilities from participating in sports, there is need to reach a broad consensus statement on what inclusive sport truly means. Therefore the next is to discuss the results externally, to reach broad consensus. This can be taken as starting point for actual steps of improvement to include more children with disabilities in sport.
YOUTUBE
The Sport Empowers Disabled Youth 2 (SEDY2) project encourages inclusion and equal opportunities in sport for youth with a disability by raising their sports and exercise participation in inclusive settings. The SEDY2 Inclusion Handbook is aimed at anybody involved in running or working in a sport club, such as a volunteer, a coach, or a club member. The goal of the handbook is to facilitate disability inclusion among mainstream sport providers by sharing SEDY2 project partners’ best practices and inclusive ideas.
DOCUMENT
In navolging van de ‘Kracht van Sport’ lezingencyclus in het voorjaar van 2013 is besloten om ook de vijf lezingen van 2015 vast te leggen in een boekje. Dit omdat tijdens deze lezingencyclus, die inging op de verbindende kracht van sport, er veel prachtige beleidsverhalen en -inzichten werden verzorgd die het meer dan waard zijn om met (meerdere) geïnteresseerden te delen. In de reeks is geprobeerd om op regionaal/grootstedelijk niveau een vinger te krijgen achter de kracht van sport. Daarbij is in de vijf grote steden ingezoomd op 'Sport als driver voor grootstedelijke vernieuwing' (Rotterdam), 'Sport en innovatie' (Eindhoven), 'Sport in de (Schilders)wijk' (Den Haag), 'Sport en integriteit' (Utrecht) en 'De waarde van persoonlijke bevlogenheid en out of the box denken' (Amsterdam).
DOCUMENT
