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The Chance to Give It a Go: Sport Participation for Developmentally Vulnerable Children

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The Chance to Give It a Go: Sport Participation for Developmentally Vulnerable Children The chance to give it a go: Sport participation for developmentally vulnerable children By Shawn Stevenson, B.A. Submitted in partial fulfilment of the requirements for the degree of Master of Applied Science Deakin University May 2018 Acknowledgements First and foremost, I owe the impetus of this thesis to the children and families I have had the privilege of learning from along this journey of mine. The children have taught me the value of play while flying rocket ships, kicking soccer balls, playing foursquare, endless jumps off of diving boards, hours upon hours in the water, and a shared love for motorbikes. Families have demonstrated the courage to be the real game changers on the road to greater inclusion and diversity in society. Families have tirelessly advocated to receive better support not only for their children but for those who follow. Thankfully, my education has spanned academics, sport, travel and work life. I owe a lot to my parents who dropped me off for early morning practices and picked me up late into the night. My mom especially has embodied resilience, sacrifice and generosity. She always put us first, and I am forever grateful for the opportunities you have given us. While I may be far from home, I am blessed to feel at home in Australia. Fellow students and friends have offered kindness, humour and support. Katie, one of the most intelligent, hardest working people I know, has spoiled me immensely from start to finish. I would be remiss not to mention the great pastime of Aussie Rules Footy. Footy is the nicest sport in the world – you even get a point if you miss the main goal. I am forever grateful to the AFL and Logan Whitaker with whom I share a passion for the value of footy and play that extends well beyond the white paint of the sidelines. Of course, this research would not have been possible if not for the hours taken by parents to complete the ALLPLAY survey. It has taken a small army of Professors to get me through this thesis and I am forever grateful for the support and guidance of Professors Katrina Williams, Lina Ricciardelli, and A/Prof Tess Knight. Together with Katie, you are some of the most intelligent, passionate, and generous people I have had the incredible privilege to meet. Lori and Lina, two very important people along this journey were not able to see the completion of the work that they have had profound influence over. Lori, one of the first parents I worked with, advocated for her daughter with great passion, strength and determination. Like so many parents, Lori was an advocate not only for better early intervention, but also for greater social inclusion through play and community-based activities. Lina advocated for me and provided support and guidance when it was needed most. Sadly, their time with us was far too short. However, I take a small amount of solace knowing that they have left an indelible mark on myself and many others. To the children, the families, my family, friends, fellow students, Logan and the AFL, my small army of supervisors, to Katie, to Lina, and all the parent advocates like Lori - thank you. I could not have done this without any of you and I am forever indebted to you all. This is for those with the courage to bite off more than they can chew, and who in the end, can stand and say, “I did it my way.” Thank you. Funding Disclosure In 2015, as part of its core business, Deakin University established a university-wide, industry-based scholarship program to improve collaboration between the University and private and public-sector industries (Deakin University, 2015). The aim of the Deakin University-Industry Scholarship was to allow students to gain experience while addressing ‘real world’ problems. An industry scholarship, with the Australian Football League Victoria as the industry partner, was awarded to the author of this thesis. The scholarship is part of a growing relationship between Deakin University and the Australian Football League, Victoria (AFL Victoria) with the primary aim of supporting participation and exploring outcomes in AFL Auskick for children of ‘all abilities’. AFL Victoria contributed $AUD 30, 000 per year as a scholarship to the student and Deakin University waived international student fees. AFL Victoria also provided in-kind support to the research during the design of the survey and participant recruitment. AFL Victoria did not limit or influence the scope of the research. Identifying information All names of research participants have been replaced with pseudonyms. In situations where detail related to questionnaire answers may risk identification non-pertinent details have been removed. For example, if the focus is on gender, but not on diagnosis then gender is mentioned but not the diagnosis. If age is not important it is not stated. Acknowledgement of Country We humbly acknowledge and pay respect to the Traditional Custodians of the land on which we work, live, play and prosper; we recognise their continuing connection to the land, water, and community. We pay respect to Elders past, present, and future. Table of Contents List of tables ................................................................................................................................ i List of figures .............................................................................................................................. i List of appendices ....................................................................................................................... i Glossary of acronyms, abbreviations, and terms ....................................................................... ii Abstract ..................................................................................................................................... iv Chapter 1: Introduction and thesis overview ............................................................................. 1 Chapter 2: Understanding disability, health, developmental vulnerability and ASD ................ 4 Health and disability models .................................................................................................. 4 The International Classification of Functioning, Disability and Health (ICF) ...................... 5 Developmental vulnerability .................................................................................................. 8 Neurodevelopmental disorders .............................................................................................. 9 Autism Spectrum Disorder .................................................................................................. 10 Summary .............................................................................................................................. 20 Chapter 3: Participation in physical activity and sport ............................................................ 21 Defining participation .......................................................................................................... 21 Participation in physical activity .......................................................................................... 23 Participation in sport ............................................................................................................ 26 Factors influencing participation ......................................................................................... 29 Barriers and facilitators to sport for children with a neurodevelopmental disorder ............ 32 Chapter summary ................................................................................................................. 37 Chapter 4: The Australian Football League ............................................................................. 38 A brief history of Australian Rules Football ........................................................................ 38 Inclusion of people with disability ....................................................................................... 40 Auskick ................................................................................................................................ 42 Summary .............................................................................................................................. 45 Chapter 5: Aims, research questions and methods .................................................................. 46 Aims and research questions ................................................................................................ 46 Method rationale .................................................................................................................. 47 Participant eligibility ............................................................................................................ 48 Materials .............................................................................................................................. 48 Participant recruitment ......................................................................................................... 53 Statistics and data analysis ................................................................................................... 54 Chapter 6: Results .................................................................................................................... 58 Part 1: Children and families who participated in community sport but have never participated in Auskick (non-Auskick children). ................................................................. 59 Part 2: Children
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