Implementing Disability Sport in Physical Education - Essay Example

? Recent Developments in Disability Sports in Physical Education By al Affiliation August 17, 2013 Recent Developments in Disability Sports in Physical Education Introduction Delving in sports and physical activities is deemed beneficial to the overall well-being of an individual in terms of promoting good health. Physical activities and sports were found to be instrumental in preventing illnesses; in maintaining good health- in mind and body and in ensuring that all body organs and tissues benefit through regular movement (Henriksson & Sundberg, 2010). The most effective way of communicating the benefits of sports and physical activities is through education. Sports and physical activities are advantageous to all people; whether with or without disabilities. Current developments divulged by the Department of Education is the promotion of equal opportunities for students, including those identified with disabilities, with regards to sports (Duncan, 2013). Explicitly stated as the benefits of playing sports in the academic setting include promoting “socialization, the development of leadership skills, focus, and, of course, physical fitness” (Duncan, 2013, par. 1). The guidelines expressly stipulated by the Department of Education regarding the equal opportunities to disabled students were cited, to wit: “schools may not exclude students who have an intellectual, developmental, physical, or any other disability from trying out and playing on a team, if they are otherwise qualified” (Duncan, 2013, par. 3). As such, disability sports have been noted to be crucial to be implemented withinthe general education curriculum to provide the appropriate theoretical framework which would enhance knowledge and understanding of all students in the aspect of “exploring some of the issues associated with what it means to have a disability” (Genier & Kearns, 2012, p. 23). In this regard, the current discourse aims to propose that disability sports should be incorported in the general physical education (GPE) curriculum. To effectively incorporate disability sports in the GPE curriculum, the sports and activities that are to form an integral part of physical education endeavors must be tailored to the needs of disabled students through game modification. The term disability sports has been actually defined as sports “designed for, or specifically practiced, by people with disabilities. People with disabilities are also referred to as athletes with disabilities” (International Platform on Sport & Development, 2009, p. 8). Accordingly, people with disabilities are those who are identified to possess “long term physical, mental, intellectual or sensory impairments, which, in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others” (International Platform on Sport & Development, 2009, p. 8). Game modification could include using specifically designed equipment; as well as tailoring the games and activities according to the skills sets of students, their academic levels, and enthusiasm for the particular sport or physical activity. The benefit of this option is that it provides opportunities for disabled students to participate, learn more, and enjoy playing the sports through using especially designed equipment, and even rules which could simply be modified or adapted to their diverse needs. Through participating, the vast advantages noted from delving into sports and physical activities, such as socialization, sportsmanship, development of leadership and teamwork skills, as well as enabling the students to design strategies for winning are thereby realized. Integrating disability sports within the GPE curriculum would focus on the development of diverse skills. As such, educators would be incorporate designing or even modifying the curriculum to develop complementary skills; as well as address affective, psychomotor, and cognitive domains. This would necessiate a review of various curriculum models, as classified by Davis (2011) which could vary depending on the number of disabled students and the skills, competencies, and resources available within the academic setting. For instance, curriculum design could be classified according to multilevel (to cater to students with mild disabilities); modified (for more severely disabled students); and different (to address distinct and specialized needs of disabled students). Thus, starting with the recognition and awareness that the level, intensity and nature of disabilities are diverse, educational institutions could re-design curriculum models to cater to the skills of their students and address them effectively, as required. Concurrently, school administrators and policymakers who genuinely think of the diversity in academic requirements of students from benefitting from a physical education class would recognize that by incorporating disability sports, all students – whether disabled or not - would benefit in the process. As emphasized, “both parents and teachers have always conceded that individuals with disabilities who participate in sports activities are less depressed, perform better academically, are more stable in behavior as well as in their overall social interactions” (Wanderi, et al., 2009, p. 1). Likewise, on the part of the students without disabilities, by being provided with formal education on disability sports, they would be exposed on the crucial concerns and issues facing disabled; yet, sports inclined, students. Thus, they would be provided with information that puts shifts their perspectives and orientations from the points of view of disabled students. This would enable them to develop empathy, camaraderie, and be inspired to provide support and empowerment to their colleagues within the academic setting. This orientation and socio-emotional growth would prove to be a long-lasting imbibed experience which would teach them to manifest deep concern and holistic support to their disabled friends and colleagues. Finally, through implementing disability sports in the physical education curriculum, educators are actually harnessing potentials for future success, especially of disabled students who show exemplary prowess and enthusiasm in a particular sport or physical endeavor. These instructions could provide the impetus for earmarking participation in the prestigous Paralympic games. According to the universal guiding principles of the Paralympic games: “elite level athletes with physical disabilities should have opportunities and experiences equivalent to those afforded elite athletes without disabilities. …” (Roger, 2005, p. 51). Thus, the integration of disabilities sports provide the theoretical framework for exhibiting equality, professionalism, equal opportunities, and just treatment for students’ wellfare by addressing their diverse needs, including sports and physical activities, which should be appropriately promoted. Conclusion The current discourse has effectively achieved two-fold objectives, to wit: (1) to explain the main developments within the realm of implementing integrating disability sports within the physical education curriculum; and (2) supporting the arguments and contentions through studies and researches written by other authoritative authors on the subject. Overall, disability sports should be incorported in the GPE curriculum to realize significant benefits for all students alike: those without disabilities and those who are disabled. The instrumental advantages of encouraging students to develop genuine enthusiasm in sports and physical activites would contribute to their overall wellbeing and improved health condition throughout their lifetime. Reference List Davis, R., 2011. Teaching Disability Sport: A Guide for Physical Educators. s.l.:Human Kinetics. Duncan, A., 2013. We Must Provide Equal Opportunity in Sports to Students with Disabilities. [Online]. Available at: http://www.ed.gov/blog/2013/01/we-must-provide-equal-opportunity-in-sports-to-students-with-disabilities/. [Accessed 16 August 2013]. Genier, M. & Kearns, C., 2012. The Benefits of Implementing Disability Sports in Physical Education: A Model For Success. JOPERD, 83(4), pp. 23-27. Henriksson, J. & Sundberg, C., 2010. General effects of physical activity. [Online] Available at: http://www.fyss.se/wp-content/uploads/2011/02/fyss_2010_english.pdf [Accessed 16 August 2013]. International Platform on Sport & Development, 2009. Thematic Profile: Sport and Disability. [Online] Available at: http://assets.sportanddev.org/downloads/090611_sport_and_disability_profile_for_print.pdf. [Accessed 16 August 2013]. Roger, J., 2005. Sport Administration Manual. [Online]. Available at: http://www.paralympic.org. [Accessed 17 August 2013]. Wanderi, M., Mwisukha, A. & Peter, B., 2009. Enhancing the Full Potential of Persons with Disabilities through Sports in the 21st Century with Reference to Kenya. [Online] Available at: http://dsq-sds.org/article/view/1010/1167. [Accessed 17 August 2013]. Read More