Biomedical Engineering Reference
In-Depth Information
mainstream education (Kudlacek et al. 2002; Meegan and MacPhail 2006). Consequently, PA
promotion through physical education classes is directly affected by the competencies of
teachers to implement inclusive education. Studies have indicated that physical education
teachers face challenges in including students with disabilities in general physical educa-
tion, which could possibly result in significantly lower levels of participation in sports and
PA participation among persons with disability (Kudlacek et al. 2010). This limitation is
expected to be addressed by current strategies that aim to prepare teachers, coaches, and
therapists who will work with persons with disabilities in educational settings.
Sports activities constitute a major form of PA, and among persons with disabilities,
sports participation leads to physical benefits, enhanced psychological well-being, and
improved social skills (Vanderstraeten and Oomen 2010). Biological factors associated
with disabilities often lead to greater secondary health risks due to physical inactivity
(Wrotniak et al. 2006) that may be combated by sports participation. Furthermore, sports
have been seen to contribute to muscle strengthening, coordination, and balance (Giacobbi
et al. 2008).
19.3 Sport and Disability
APA in the form of sports has shown remarkable growth, which is evident in the increas-
ing number of people with disabilities who participate in sports (Nasuti and Temple 2010)
and in the Olympic-level status of movements that have developed for individuals with
intellectual and physical disabilities. The Special Olympics and the Paralympics have both
become global stages that showcase and celebrate the abilities of athletes with different
disabilities.
Among persons with intellectual disabilities, needs for organized PA have been
addressed by Special Olympics programs through opportunities for sports competition
(Farrell et al. 2004). Although the Special Olympics World Games is held every two years,
sports training and competition opportunities at local community and school levels are
encouraged and represent methods of engaging a greater number of eligible athletes
(Special Olympics 2011a). A range of programs is also implemented to support the suc-
cessful participation of individuals with intellectual disabilities in PA, such as the Healthy
Athlete program, which includes fitness-training sessions (Special Olympics 2010). For
the 2011 World Games, athletes competed in 21 Olympic-type team or individual sports
(Special Olympics 2011b) that are summarized in Table 19.1. Adaptation is apparent in how
athletes are classified in divisions with other athletes of similar abilities, which allows
for fair competition and chances to win within each division. Although participation in
Special Olympics programs has been associated with enhanced self-esteem, self-confi-
dence, and positive self-perceptions among the athletes (Klein et al. 1993; Dykens and
Cohen 1996), parents also reported perceptions of improved quality of life for their chil-
dren and increased social support for families of individuals with disabilities (Klein et al.
1993; Murphy et al. 2007).
The Paralympic Games, which has been seen as the summit of disability sport (Gold
and Gold 2007), has provided a stage for organized and competitive sports among ath-
letes with physical disabilities. Twenty sports are included in Paralympics 2012 as listed
in Table 19.1. The agenda of the Paralympic Games has been described as one that has
evolved from therapeutic sports to elite-level competitions that carry intrinsic prestige.
