Inclusion in youth sports.

Inclusion happens everywhere. As a base runner slides safely into second, he doesn't realize that his family and coaches are as happy as he is, People say, "Kids with attention deficit disorders can't play in this league," They can, said the coach and the player's parents, And through their work, and his interest in baseball, he is succeeding,

Imagine you are a 15-year-old woman. You love softball and baseball. You follow your hometown professional team, attend your high school games, and play catch with your sister and neighbors from school whenever purl can. Playing soft ball makes you feel good about yourself. Yon feel healthy, happy, and confident. Stone of the teenagers on your block ate playing together on a softball team. You want to play, too, but you have Down's syndrome. The coach of the softball team said that instead of playing with your neighbors, you should look for a team "with people like you." You feel left out, cheated, discouraged, and embarrassed, While this scenario may appear fictitious, it is occurring throughout the country. The purpose of this article is to present ways of including people in sports activities. thereby decreasing barriers to sports participation for people with disabilities.

The benefits of leisure are well known In a recent review of benefits-related studies, Seigenthaler (1997) identified the benefits of leisure, which included an en hunted well-being, an improved quality of life, a decrease in levels of stress, a new sense of meaning of activities, better physical fitness, opportunities in meet friends and socialize, an enhanced sense of self, a sense of accomplishment, a sense of belonging, and a connection with one's own community.

Team sports, including volleyball, baseball, rugby, softball, lacrose, golf, bocce, soccer, ultimate Frisbee, basketball, and tennis, offer a vast array of the benefits of leisure. These benefits hold ties for people with anti without disabilities (Schleien, Ray & Green, 1997),

Outdoor sports, particularly competitive sports, have been identified as difficult leisure activities in which to include people with disabilities (LaMaster, Gall, Kinchin & Siedentop, 1998). Because of a number of barriers, these leisure pursuits can present challenges tot leisure service professionals attempting to include people with disabilities.

To examine the status of inclusion in sports and other recreation programs, the American Park and Recreation Society (APRS) and the National Therapeutic Recreation Society (NTRS) appointed a joint committee. The goal of the commit tee was to explore the "state of inclusion" in park and recreation agencies across the United States, and to assist with strategies and resources needed to provide high-quality leisure services to people with disabilities in an efficient, useful, and cost-effective manner. The committee surveyed park and recreation agencies around the country, targeting services provided, problems encountered, and training needed for inclusive leisure services Findings Item this survey are discussed as they apply to sports programs.

Barriers to Participation in Sports

Pacirorek and Jones (1989) identified four areas of sports where barriers for people with disabilities exist: equipment, physical accessibility, program modifications, and attitudes toward people with disabilities. Equipment can be an essential component of participation in a wide variety of sports. A lack of access to or knowledge about the use of adaptive equipment can pose obvious obstacles to participation for people with disabilities. The equipment may be a way to facilitate participation. The APRS/NTRS Joint Committee found that while 55 percent of the respondent agencies hail purchased and were using some adaptive equipment, 80 percent indicated they had purchased no adaptive equipment or needed to purchase more to better accommodate people with disabilities. Agencies also felt staff could receive training on how re make the best use of adaptive equipment.

Physical barriers include environmental and structural areas that pose obstacles to the use of leisure services for people with disabilities. Examples include baseball dugouts with narrow openings, tennis courts with lips or steps at the gate or a difficult-to-manipulate latch at the gate, outdoor racquetball courts with narrow and short entrances, or the lack et raised lettering or Braille signage at facilities. Survey findings revealed that 75 percent of park and recreation agencies had either not retrofitted existing sites or had made some renovations for access but felt more were needed.

Program barriers represent a disparity between the skills of a participant and the challenges of the recreation activity (Smith, Austin & Kennedy, 1996). Program barriers can include an inability to understand a sequence of coaching tips, abide by the rules because of a misunderstanding of the consequences, participate without instructional prompting, or slake use of the entire playing area. Respondents to the APRS/NTRS survey ranked "difficulty with program modifications" as the fourth most common problem encountered when implementing inclusion in recreation. Related to this issue, 70 percent o f respondents indicated that training on program modification strategies would enable the provision of inclusion in recreation,

The intent of the Americans with Disabilities Act (ADA) was to recognize people with disabilities as valued members of their own communities. This notion helps professionals when dealing with negative attitudes toward people with disabilities. Negative societal responses or attitudinal harriers to people with disabilities have been identified as the greatest obstacles to inclusive leisure services for people with disabilities (Shank et al,, 1996). According to Devine, this barrier is important as it relates to societal limitations experienced by people with disabilities. Such barriers can take the form of stigmas, stereotypes, unequal treatment, lack of social acceptance, and lower expectations of abilities (Bedini & Henderson, 1994: Devine. 1997; West, 1984). In the APRS/NTRS survey, parks and recreation agencies identified poor attitudes from staff and the public toward people with disabilities as one of the problems encountered when implementing inclusive leisure services.

Inclusion and Accommodation

Strategies for effective inclusion in sports programs are readily available for recreation programmers. As more and more children with disabilities seek leisure participation alongside children without disabilities in or programs, knowledge of inclusion strategies becomes critical.

Inclusion in sports begins with you Recreation professionals must understand how teammates interact and how each team member requires different strategies to maximize in termination. When a team member learns a sport skill, that permanent change in behavior is a result of your experience and training. The APRS/NTRS survey showed that park and recreation professionals believed more training on three key subjects -- disability awareness, attitude: and sensitivity toward people with disabilities, and successful program modification strategies -- would result in successful inclusion.

A self-evaluation of your attitude to ward people with disabilities is an essential step in creating a successful inclusion experience (Datillo, 1994; Devine & Broach. 1998). Evaluating your attitude toward people with disabilities includes examining your feelings about individuals with impairments Questions such as "How do I feel in general about people with disabilities?" "What messages have received about people with disabilities?" "Have I had mostly indirect or negative contact with people with disabilities?" and "How do I feel about direct contact with someone with a disability?" will help shed light on your perspective about people with disabilities. Developing all awareness of your attitude toward people with disabilities can be helpful in reducing prejudice (Datillo, 1994).

Related to sell-evaluation is an awareness of your own coaching style. Does your patient? Do you gesture a kit? Does your body language convey support or dismissal? Is your speech easy to understand? Do you make your expectations of the player clear to him or her? Do you listen well to players, to know whether they understand you? Knowing your style helps you reach each member of a team effectively.

To set the tone for inclusion, the atmosphere in a sports program must include several features. First, the person with a disability must feel welcome In front of others, treat the teammate with a disability the stone as everyone else. It's not, "Team, meet Johnny, our special teammate." Instead, it should be, "Team, meet Johnny. He bats left-handed and plays out field." When a coach or leader treats a player with a disability as if he or she is not really welcome, teammates do the same, Research shows that children model behavior after adults in leadership positions (Riggo, Bishop & Tobar, 1997). Therefore, when a coach models positive behavior to show support for inclusion, it is a powerful inclusion strategy.

It is important to provide an equal amount of attention to players with disabilities. Teammates recognize when someone is not allowed on the field in a game Recognize the diverse abilities and talents of each teammate by regularly including every team member in games. Discussing the value of relationships with people of different races, religious, ages, and abilities can strengthen the appreciation of individual talents.

After examining your own attitude and style, two tasks -- extending an invitation to participate and gathering information -- are essential to a successful inclusion experience. The invitation is simple. Your brochure must have a statement acknowledging the departmental policy of adherence to the ADA, And it must invite people with disabilities to register for any program they choose. Departments may also want to market their sports pro grams to groups that provide services to people with disabilities as a way to broaden the Invitation mid send file message that people with disabilities are welcome participants.

Gathering information is simple, too. Each registration form must ask if potential participants need an accommodation to enjoy or participate in a program. When a registrant does require a special accommodation, you, your staff, or team volunteers must contact this individual before the season begins. Discuss the types of activities, the level of social interaction, and prerequisite skills, and ask if the registrant will require any assistance to play file sport. Allow yourself plenty of time to secure start, plan program changes, develop behavior plans, purchase or make adaptive equipment, and make other changes to allow successful inclusion. How much time will vary from sport to sport and pet son to person?

In sports programs, there are some common techniques used to promote inclusion. These include providing extra staff, additional training, adaptive equipment, sign-language interpreters, assessing participant skills and abilities, using behavior plans, accessible transportation, and providing home visits. These were identified by the APRS/NTRS Joint Committee survey as methods used around the country. The appropriateness of each modification or support depends on the needs of the registrant and the nature of the program.

Relying on common coaching techniques, success with inclusion can also be attained, Coaches and leaders have used some common approaches for decades, For example, in the part method, the coach spends time on one related skill from the repertoire of skills required for a game or activity. In baseball, softball, or T-ball, that means a review of the act of throwing without the ball, discussing stance, rotation, elbow movement, and direction. In an inclusion scenario, the coach could elect to spend extra staff or coach time with a team member with a disability who needs more repetition to master this skill.

Another common coaching technique is the whole method, in which the coach reviews skill parts, placing an emphasis on how they connect with each other. An infielder doesn't just catch the ball, tie or she scans for base runners, looking tar opportunities to put someone out. Both the part and the whole methods rely on explanation coupled with demonstration and visual cues. In an inclusion scenario, a coach may need to be on the field in scrimmage situations, constantly prompting the infielder with a disability about where to look next after receiving the ball.

A third technique is the guided discovery method, in which the participant is taken through small sequential "discoveries" until the ultimate task or goal is reached. Adopting elements of the part and whole methods can be particularly effective with registrants with a cognitive disability. In an inclusion scenario, rewards for each discovery might be used to build self-esteem and encourage continued attempts until the sequence is mastered.

The last method used in coaching is movement exploration, where the athlete is coached on what to do, not how to do. Through movement ration, the athlete can find the optimal technique, Explanation occurs when the athlete, with or without a disability, is motivated to win or perform well. Coaches can supply some motivation, but the athlete has to have the interest and desire, too.

The value of participant assessment can't be overemphasized, When sports registrants are required to prove skill proficiency, carefully observe those who have indicated they may need accommodations because of disability. Attempts to accommodate these individuals should occur during the tryouts. Tryouts are usually a less competitive, more controlled environment where coaches can attempt modifications without fear of injury, embarrassment, or loss to participants.

Training related staff, assistant coaches, and volunteers is the most effective way to plan for and implement inclusion (Green & DeCoux, 1994; Schleien, Germ & McAvoy, 1997; Schleien, Ray & Green, 1994; Smith, Austin & Kennedy, 1996). Well-intended efforts to use information about team members with disabilities will fail unless qualified trainers are asked to assist volunteers, seasonal staff, referees, coaches, and full-time staff. As found by the APRS/NTRS Joint Committee, training should include topics such as disability awareness, accommodation strategies and techniques, successful case studies, and a review of the requirements of the ADA. Mandatory disability awareness training can be particularly helpful. This can feature guest lecturers by players with disabilities, and can be more helpful than any handout, article, or policy. Time and money spent on training before the season will save teams and leagues many problems once the season begins.

Be flexible. Ask for assistance when making changes that will allow a child with a disability to play on the team. Many recreation professionals, almost all therapeutic recreation professionals, and professional in related disciplines such as adaptive physical education are skilled in this area. And remember to include the most important resource in these discussions at all times: the player with a disability and his or her family will be your best source of information about what a player needs to enjoy a certain sport. There are also several books and other resources available for reference on accommodations (see list at the end of this article).

Favor Inclusion?

We must all recognize that every single program we offer has the potential of being modified for a person with a disability. But for a variety of reasons, there may be times when an accommodation fails. It may not meet the registrant's need, or it may change the fundamental nature of the sport.

It is important to clarify your agency's philosophy with regard to a specific sport. Is the nature of the sport competitive or recreational? That fundamental question determines the nature of participation outcome in the sport for all registrants, those with and without disabilities. Every sport can be modified to allow participation by someone with a disability. If the philosophy of your department is that sport is competitive, some accommodations may not be as effective as others might be. For example, if a deaf child plays on a hockey team, a sign-language interpreter on the ice during the game would be an option for an accommodation. But that extra person on the ice may disrupt the flow of the game and could cause a competitive disadvantage for a team. Or the interpreter could get inadvertently checked into the boards, surely ruining his or her day. Therefore, a sign-language interpreter on the bench is likely to be the better choice.

If the philosophy of your department is that sport is recreational, other choices may be preferable. For example, in T-ball, softball, or baseball, a coach could remain on the field, offering guidance and instruction to all players. But at a certain level of baseball, pitchers have better control, runners are faster, infielders make fewer errors, hitters have higher batting averages, and winning is the reason they play. At that level, inclusion strategies must address competition. The issue of philosophy is extremely important, and it is best decided before the program starts, so an inclusion outcome can incorporate that philosophy.

It is also important to fit the accommodation to the facility. For example, a home visit would not be a good choice for a team sport such as basketball. But a home visit for someone newly disabled who cannot leave the home might be a good choice for an introduction to bocce.

Remember that accommodating athletes with disabilities is a case-by-case decision. There are professional basketball, football, hockey, and baseball players with disabilities, some more pronounced than others, who still successfully compete. In 1995, a Washington State high-school wrestler, a double leg amputee, placed second in state, pinning more than 15 of his opponents during the year. Despite his disability, he was not at a competitive disadvantage. Would someone you know have not been able to look beyond his or her amputations to see his or her skill? A person with a disability is unique in his or her talent or limitations. An individual evaluation of skills, abilities, risks, and accommodations is essential. Finally, don't forget personal leisure preferences. The interest each registrant has in the sport is critical in making participation successful. Some children simply don't like baseball, even though they are on the team. Some of those kids may be kids with disabilities.

Separate Sport Programs

A separate sport program is one of the choices people with disabilities can make. The growing interest in competitive sports for athletes with mobility and vision impairments is evidenced by the surge of interest in Paralympic competitions. Across the country, sports programs designed for children and adults who wish to compete against others with mobility and vision impairments are growing in number. Departments can support this growth by making fields and gyms available when requested and by seeking out such groups and asking how to best assist.

One of the most well-known separate sport programs is the Special Olympics, which marked its 30th anniversary earlier this year. Thousands of people with cognitive disabilities register for Special Olympics events across the country. Departments can support these programs by contacting local or state Special Olympics officials and asking how to help.

It is important to remember that not every athlete wants inclusive opportunities for competition and recreation. Departments should offer communities a choice of inclusive or separate programming. However, if separate-program opportunities are available, such as Special Olympics, and an athlete who could go to that program chooses inclusion instead, his or her choice must be welcomed and supported.

Conclusion

The inclusion of children with disabilities in sports is on the rise and will continue to grow. Agencies must prepare and take some simple steps to invite people with disabilities to register and participate in all leisure services. Teams must seek and use information about each registrant to ensure a successful season for all team members. Inclusion is an ongoing process, requiring constant evaluation and modification.

The number of successful accommodations for inclusion in sports far outweighs the number of failed attempts. More training for park and recreation professionals is needed to ensure a good understanding of those successful accommodations. Knowledge about accommodations, combined with an attitude of acceptance, will result in a successful inclusive sports experience.

References

Blinde, E. M., McClung, L. R. (1997). Enhancing the physical and social self through recreational activity: Accounts of individuals with physical disabilities. Adapted Physical Activity Quarterly, 14, 4, 327-344

Datillo, J. (1994). Inclusive leisure services: Responding to the rights of people with disabilities. State College, PA. Venture.

Devine, M. A., Broach, E. (1998). Inclusion in the aquatic environment. Parks & Recreation, 33, 2, 60-67.

Green, E R, DeCoux, V. (1994). A procedure for evaluating the effectiveness of a community recreation integration program. Therapeutic Recreation Journal, 28, 1, 41-47.

LaMaster, K., Gall, K., Kinchin, G., Siedentop, D. (1998). Inclusion practices of effective elementary specialists. Adapted Physical Activity Quarterly, 15, 1, 64-81.

O'Shea, M. (1997). Will exercise help me reduce the risk of cancer? Parade Magazine, 5, 10.

Paciroek, M. J., Jones, J. A. (1989). Sports and recreation for the disabled: A resource manual Indianapolis, IN. Benchmark.

Rizzo, T. L., Bishop, P., Tobar, D. (1997). Attitudes of soccer coaches toward youth players with mild mental retardation: A pilot study. Adapted Physical Activity Quarterly, 14, 3, 238-251.

Schleien, S. J., Germ, P., McAvoy, L. (1996). Inclusive community leisure services: Promising professional practices and barriers encountered. Therapeutic Recreation Journal, 30, 280-273.

Schleien, S. J., Ray, M. T., Green, E R (1997). Community recreation and people with disabilities: Strategies for inclusion. Baltimore. Paul H. Brookes.

Seigenthaler, K. L. (1997). Health benefits of leisure. Parks & Recreation, 32, 1, 24-31.