Coaches' Perceptions of Disability and Inclusion Policies
Citation: Hammond, Andrew (2022) The Relationship between Disability and Inclusion Policy and Sports Coaches’ Perceptions of Practice. International Journal of Sport Policy and Politics, 14 (3). pp. 471-487. DOI https://doi.org/10.1080/19406940.2022.2074515
Abstract: An Australian study investigates how disability-inclusive policies were implemented by eight swimming coaches. Individual experiences were recorded through semi-structured interviews that show the challenges of balancing elite with mass participation. Points of Interest – Situated Context (i.e. facilities) and Material context (i.e. budgets) reveals difficulties that coaches face when implementing policy with inclusion.
License: This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided theoriginal work is properly cited, and is not altered, transformed, or built upon in any way.
Motor Development in Children with Intellectual Disabilities (Journal - 15mins)
Citation: Zeidabadi, R., Tabar, E.S.A., & Pourazar, M. (2025). The effect of attentional focus based on learning stages on motor learning in children with intellectual disabilities. European Journal of Adapted Physical Activity, 18, Article 3. https://doi.org/10.5507/euj.2024.013
Abstract: This study examined a group of boys with intellectual disabilities, focusing on how different types of instruction affect their ability to learn ball-throwing tasks. The research compared three instruction types: internal (focusing on the movement of their throwing hand), external (focusing on the movement of the beanbag), and mixed (starting with hand focus and switching to beanbag focus halfway through training). The study evaluated how these attentional strategies influenced skill acquisition, retention, and performance improvement. Results indicated that mixed (internal-external) focus instructions led to better motor learning. These findings highlight the need to match instructions to the learner's stage of development for individuals with intellectual disabilities.
License: Submitted for possible open access publication under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).