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
Het boekje Kracht van Sport in de Wijk betreft een leesbare weergave van de lezingen die in het voorjaar van 2017 verzorgd zijn over dit thema door externe deskundigen. De onderwerpen van de lezingen zijn samen met vertegenwoordigers uit zowel zorg en welzijn als de sport gekozen. Het betreft de doelgroepen: 1) mensen met een beperking 2) kwetsbare jongeren 3) migranten en vluchtelingen 4) mensen met psychische problemen 5) senioren en ouderen.
DOCUMENT
This book fills an important gap in the sport governance literature by engaging in critical reflection on the concept of ‘good governance’. It examines the theoretical perspectives that lead to different conceptualisations of governance and, therefore, to different standards for institutional quality. It explores the different practical strategies that have been employed to achieve the implementation of good governance principles. The first part of the book aims to shed light on the complexity and nuances of good governance by examining theoretical perspectives including leadership, value, feminism, culture and systems. The second part of the book has a practical focus, concentrating on reform strategies, from compliance policies and codes of ethics to external reporting and integrity systems. Together, these studies shed important new light on how we define and understand governance, and on the limits and capabilities of different methods for inducing good governance. With higher ethical standards demanded in sport business and management than ever before, this book is important reading for all advanced students and researchers with an interest in sport governance and sport policy, and for all sport industry professionals looking to improve their professional practice.
DOCUMENT
To enhance the training of sport psychology consultants, it is important to know which learning experiences are useful for which components of professional development. We interviewed 15 novice consultants on their learning experiences related to 13 different topics. Traditional learning experiences (e.g., courses, teachers) were related to the development of practical know-how. Learning from others (e.g., peers, colleagues) was related to professional development (i.e., dealing with issues, challenges, and dilemmas that occur in sport psychology practice). Practical experience and reflective activities were related to both know-how and professional development. These results can be used to shape effective sport psychology education.
DOCUMENT
This research aims to investigate the usefulness of a connected leadership model for sport organizations. The following research questions were designed: 1) How can professional sport managers successfully make use of thedevelopments of new professionalism (Leijnse, Hulst & Vromans, 2006), the new way of working and managerial leadership? 2) What are the features of a connected managerial leadership model? 3) What are the designprinciples of an applicable learning environment for professional sport managers 2.0? 4) What are thesimilarities or differences of connected managerial leadership in traditionally organized sports?
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. 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
This book provides a sample of studies and concepts created within the project Media ENriched Sport ExperienceS (MENSES). A project powered by Hilversum Media Campus, ZIGGO and Breda University of Applied Sciences. MENSES aims to create new media enriched sport experiences, by means of introducing innovative digital concepts combining media entertainment and live sport content. It wants to share building stones and blueprints to be accessed in Hilversum. As such it will help organizations to answer the question how live and broadcasted sport experiences can be enriched by means of new digital strategies. By combining interaction, transformation and data enrichment, the mediated and live sport events should be turned into a memorable sport experience
DOCUMENT
The ‘Sport Physical Education and Coaching for Health (SPEACH) project, co-financed by the Erasmus+ Programme of the European Union (2015-2017) aims to increase awareness and behavioral change in sport professionals and European citizens towards an active and healthy lifestyle. The target is to develop and test Health Enhancing Physical Activities or HEPA modules that can be integrated in Physical Education Training Education structures and Sport Coaching courses. The different steps in this EU project are: (1) needs analyses among students (survey, interviews, focus groups), (2) development of most relevant HEPA modules based on the needs analysis results, (3) teach-the-teacher course (4) testing of 3 selected HEPA modules in a real-life setting with physical education and sport coaching students (n=60, from 8 countries) and teachers (n=12, from 7 countries), (5) sustainability of the project results, coordinated by the European Network of Sport Education (ENSE). The project is in its last phase (step 6). The titles of the three field-tested modules are (a) Development of a family-based HEPA project in the school & sport club context, (b) Promoting health enhancing physical activity among children and youth, and (c) Designing educational sport environments for children with special needs. The presentation will illustrate how the module on family-based HEPA was build up in content and didactical approach. The students were given the task to work out a health promotion project together with local sport clubs, school(s) and other local organizations. The goal of the intervention was to enhance (and maintain) health with children and make sure that parents are aware of possibilities to integrate PA in daily life for their children and themselves. A stepwise approach in small students groups was worked out concentrating on the themes: insight in stakeholders and their role in health promotion, behavior change theories, motivational interviewing and intervention mapping protocol. Advices for implementation on different educational levels (vocational, bachelor and master) and usefulness at national and international educational contexts will be given for the family-based module and for the project in general. Acknowledgements: this project is co-finance by the Erasmus+ programme of the European Union, 557083-EPP-1-2014-1-NL-SPO-SCP) Keywords: health policy, family-based intervention, school and sport club context, teacher training, sport coaching courses,
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
