DOCSLIB.ORG

The Development of Participation of Women in Para Sport: a Comparison of Four IPC Sports

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Development of Participation of Women in Para Sport: a Comparison of Four IPC Sports The Development of Participation of Women in Para sport: A comparison of Four IPC Sports VISTA 2019 | Amsterdam Nikolaus A. Dean, Natalie Scadden, Andrea Bundon, P. David Howe RESEARCH CONTEXT Female athletes at PyeongChang 2018 Paralympic Games • 23.6% of all competitors | Competed in 37 events and 4 ‘co-ed events’ out of 80 IPC has prioritized the development of pathways to participation for women IPC created a 30% threshold goal for the inclusion of women in its leadership structures IPC initiatives and developments • Women and Sport Committee, new medal events, new policies (team size and composition), and sponsored events that support development pathways for women and girls RESEARCH QUESTIONS RQ#1: How have women with disabilities been included/excluded from the Paralympic Movement both historically and at present? RQ#2: What strategies have been previously used or could be implemented to create more opportunities for gender equality within Paralympic sport? FOUR IPC SPORTS EXAMINED Winter Sports • Wheelchair Curling and Para Ice Hockey Summer Sports • Wheelchair Rugby and Para Equestrian Four ‘co-ed’ sports that have taken different approaches to gender equity Explored the various strategies being used to encourage and support the participation of girls and women METHOD Qualitative Interviews | n= 29 Athletes, coaches, organizers, journalists, academics • Represented 15 different nations • Represented 10 different parasports Interviews • Average 68mins • Ranged from 20mins to 160mins 5 DATA ANALYSIS | METHODOLOGY Interviews transcribed verbatim and coded using Nvivo12 Thematic analysis Critical disability theories paradigm Interpretivist epistemology 6 FINDINGS 7 WHEELCHAIR RUGBY “Even though at first I was the ‘lady’ on the Contextteam, itAbout didn’t The take Sport me much time to get to be a Offerspart athletes of of the high- supportteam needs and the wasn’t opportunity actually to get involved that indifficult. a team sport There were times [where] I was better Developmentthan those of wheelchair that were rugby in[in] all regionsthe same class as me and I filled their position [on] the team…I didn’t Growing representation of female organizers within the sport feel like I was ‘the woman’ on the team” Overall positive experiences for female athletes (Female rugby player) 8 WHEELCHAIR“Historically the RUGBY major levels of participation have been through spinal injuries and I think this is reasonably [a] global Challengesstatistic, that for thereFemale are Participation less women with spinal cord injuries. WomenWe think make that up lessis due than to 5% the of alloften wheelchair reckless rugby nature athletes of spinal cord injury…and just by nature men are often more reckless than • women.Wheelchair So, rugby in many is a ‘masculinized,’ ways, because full-contact of that, sport there actually isn’t as many women out there who [we] are able to tap into and • Classification system is both inclusive and exclusive Smaller pools of female athletesbring to draw into upon the (due sport” to nature of disability) (Male organizer, wheelchair rugby) 9 WHEELCHAIR RUGBY “TheStrategies big, big To trendIncrease in ourFemale game Participation right now is being able Allowedto“[Women] find 12 that athletes would 0.5 onfemale go roster and (if bethat’s one put is a ontogoing woman) teams to be and a legitthen haveplayer, a tournament[and] not just and ait pylonwas, you on know, the court…as female coaches, far as mainly I am concerned,For eachfemalefemale refs, theathlete very difference on woman court, a- focusedteam really is permitted [is]and going it wasan additional fantastic!”going 0.5to be, points (i.e. a team with one female athlete on court will be permitted a total classification‘who canpoint develop value(Female of organizer, 8.5) the wheelchairbest female rugby) athlete’” (Male coach, wheelchair rugby) Women’s-only camps and development programs • Paris, Huston 10 RECOMENDATIONS The development of women’s-only camps in all regions Female mentorship programs Explore the development of a women’s only game 11 THANK YOU 12.
Load more

Recommended publications
  • 8 CURLING ICE in an ARENA Written by Leif Öhman, Sweden & John Minnaar, Scotland
    1 8 CURLING ICE IN AN ARENA Written by Leif Öhman, Sweden & John Minnaar, Scotland To overcome the problems of dealing with different situations for different purposes, there will be some duplication in the section, which is presented as two different approaches to a similar problem. FROM ICE TO CURLING ICE The words of this heading are carefully chosen, The solutions because the two items are very different. Ice is simply the result of water being frozen by 1. As every experienced curling manager lowering its temperature to below 0ºC, whereas knows, someone has to provide the driving curling ice is a manufactured product of specific force and maintain the momentum, but one definition that has been made from ice, or by person cannot hope to do it all himself. freezing water in a very specific way. The skating-ice technician is the person with It is the purpose of this half of the section to bring much to do and not enough time and now, together the relevant essential pieces of with curling on the scene, someone is giving information scattered throughout the manual, to him even more to do. The skating-ice enable technicians to convert ice to curling ice in technician is also a very important person, an efficient and cost-effective way on a regular respect his position. basis. In the next half of this section, Curling Ice To solve this, form a club of all known In An Arena, the same subject is addressed, but curlers, have a meeting and select a there it is aimed at providing excellent ice for a committee.
    [Show full text]
  • IV. Teaching Game for Understanding International Conference, Vancouver, CA May 14- 17, 2008
    IV. Teaching Game for Understanding International Conference, Vancouver, CA May 14- 17, 2008, ABSTRACT: Proposal title: Physical Engagement, Social Responsibility, Enhanced Self­Confidence with TCHOUKBALL Dr. Hermann Brandt, a sport physician, invented Tchoukball in 1970 in Switzerland. In his scientific study, Dr. Brandt made a critical analysis of today’s sports, such as soccer, basketball, and ice hockey, and compared them with the unique and innovative specifications of the game of Tchoukball. Dr. Brandt demonstrated that with Tchoukball it is possible to have a team sport where there is no blocking defense or interference, which is still fast-paced and vigorous, as well as physically and strategically challenging. The main idea behind the invention of the game of Tchoukball was to give people with different levels of athletic skills an opportunity to be successful in a team sport. The concept of TEAM was very important for Dr. Brandt because of its social aspects, such as recognition by peers, self- confidence, inclusion in a social group (the team), cooperation, tolerance, and improvement through play. In this session, attendees will first learn the rules and then play the game of Tchoukball. They will then discover how to use this game for the physical, social and emotional development of their students. Participants will be introduced to the unique concept of play through Tchoukball and experience the game hands-on. With appropriate exercises, attendees will discover how learning and playing Tchoukball can lead to addressing the broad educational standards associated with physical health concepts, such as problem solving, social responsibility and behavior, care and concern for peers, enhanced confidence, and enjoyment in playing the game of Tchoukball as a lifelong physical activity.
    [Show full text]
  • In an Effort to Standardize Ringette Line Markings Across the Country, the CRFC Has Worked in Consultation with Ringette Canada
    In an effort to standardize ringette line markings across the country, the CRFC has worked in consultation with Ringette Canada on how best to layout a ringette ice sheet. The CRFC supports the revised layout and encourages facility managers to consider the benefits of conforming to these layout guidelines whenever possible. New construction and/or retrofits to a facility should give consideration to these measurements, however, other ice sport marking requirements should be overlayed prior to making any changes so that all ice sports are given the same consideration. The following drawings are offered as a support tool for ice technicians to your planning and annual ice painting activities. As ice markings may change at any time, be reminded of the importance for you to annually recheck all local and regional ice sport marking requirements prior to undertaking the ice painting task! VERSION 2013-7 CRFC - RINGETTE CANADA LINE MARKINGS Ice rinks that offer the sport of Ringette will be required to install additional painted/fabric markings. Ringette utilizes most of the standard Hockey Canada (HC) ice hockey markings with additional free pass dots in each of the attacking zones and centre zone areas as well as a larger defined crease area. Two (2) additonal free play lines (1 in each attacking zone) are also required. Free Play Lines In both attacking zones located above the 30 ft. (9.14 m) circles is a 5.08 cm (2 in.) red “Free Play Line”. These lines shall be installed to completely overlap the top of each of the 30 ft. circles.
    [Show full text]
  • Database for Special Needs Resources
    DATABASE FOR SPECIAL NEEDS RESOURCES A resource list for parents, caregivers and teachers Updated December 2019 Compiled by Fay Schipper This database is strictly a research guide. The English Montreal School Board is not in a position to recommend or endorse any resources that are non- EMSB entities. We strongly suggest that readers research these resources to determine if they are appropriate for the care of their child and meet their specific needs. If you would like to recommend a resource for this list, please contact [email protected] Table of Contents Sections Resource: Page 1. 1. Special Needs Academia and Education 1 1.1 Daycare / Nursery / Pre-Kindergarten 1 1.2 Ages 4 to 21 2 1.3 Post-secondary / University 4 1.3.1 Social Assistance 6 1.4 Educational Tools / Asset 6 2. 2. Specifically Autism Spectrum Disorders (ASD), 7 Pervasive Development Disorders (PDD) Includes resources that only accommodate the above special needs. See other sections in this database that include ASD, and PDD within their services. 3. 3. Therapy / Support Services 14 Servicing all types of special needs including ASD, Asperger’s Syndrome, PDD. 3.1 Counselling / Evaluation / Therapy 20 3.1.1 Support Groups 20 3.2 Occupational Therapy/Physiotherapy / Kinesiology 20 3.3 Osteopathy 21 3.4 Psychological Services 21 3.5 Sexuality 23 3.6 Speech and Language Therapy / Audiology 23 3.7 Medical testing at home 24 4. 4. Recreational Activities and Therapies 25 4.1 Art / Drama Therapy 25 4.2 Music Therapy 27 4.3 Cheerleading 27 4.4 Gym and Swim 28 4.5 Horseback Riding 29 4.6 Martial Arts 29 4.7 Sailing 30 4.8 Skating 30 4.9 Soccer 30 4.10 Skiing 31 4.11 Yoga 31 4.12 Dance 32 4.13 Zootherapy 32 4.14 Service Dogs 32 4.15 Tennis 33 4.16 Sledge Hockey 33 4.17 Library Services 33 4.18 Music Lessons 34 4.19 Other Recreational Therapies and Activities 35 2 5.
    [Show full text]
  • Accessibility Awareness Resource Package for Teachers
    DIGNITY BELONGING Accessibility Awareness RESPECT Resource Package ACCESS CREATIVITY for Teachers Grades 7 – 10 OPPORTUNITY EXCELLENCECHANGE Prepared by: Equity and Diversity, March 2012 These resources were prepared for teachers to use in meeting local classroom needs, as appropriate. This is not a mandated approach to teaching these topics. This package may be used in its entirety, in part, or adapted. Let opportunity knock...Open doors to awareness Accessibility Awareness Project Supervisor: Leslie Woolcott, Equity & Diversity Advisor, Kawartha Pine Ridge DSB Project Lead: Jill Ritchie, Program Officer (interim) – Human Resources, Kawartha Pine Ridge DSB Acknowledgements Thank you to Jeremiah Wade, Casual Elementary Teacher, for sharing his knowledge and passion for wheelchair basketball throughout this project. Please direct inquiries about this document to: Leslie Woolcott Equity & Diversity Advisor, Human Resources Kawartha Pine Ridge District School Board 1-877-577-7048 ext. 2249 (705) 742-9773 ext. 2249 [email protected] © Kawartha Pine Ridge District School Board, 2012. 2 Accessibility Awareness Table of Contents Introduction ................................................................................................................... 4 GENERAL OVERVIEW……………………………………………………………………...3 AVOIDING UNINTENDED LESSONS……………………………………………..………4 Lesson 1 Understanding Accessibility ....................................................................... 7 HANDOUT ................................................................................................................
    [Show full text]
  • Issued: 24 December 2020 ANNEX BROAD GUIDELINES BY
    Issued: 24 December 2020 ANNEX BROAD GUIDELINES BY SPORTING ACTIVITY FOR PHASE THREE Sport Grouping Sporting Activity Phase 3 - Sport Specific Guidelines (non-exhaustive) • Small groups of not more than 8 participants in total (additional 1 Coach / Instructor permitted). • Physical distancing of 2 metres (2 arms-length) should be maintained in general while exercising, unless engaging under the normal sport format. • Physical distancing of 3 metres (3 arms-length) is required for indoors high intensity or high movement exercise classes, unless engaging under the normal sport format. • No mixing between groups and maintain 3m distance apart at all times. • Masks should be worn by support staff and coach. Badminton Racquet Sports - Table Tennis Normal activities within group size limitation of 8 pax on court permitted, singles or Indoor Pickle-ball doubles. Squash Racquet Sports - Normal activities within group size limitation of 8 pax on court permitted, singles or Tennis Outdoor doubles. Basketball Team Sports – Indoor Normal activities within group size limitation of 8 pax permitted. Floorball Any match play has to adhere to group size limitation with no inter-mixing between 1 Issued: 24 December 2020 1 Sport Grouping Sporting Activity Phase 3 - Sport Specific Guidelines (non-exhaustive) Futsal groups. Multiple groups to maintain 3m apart when sharing venue. Handball No intermingling between participants from different groups. Hockey - Indoor Sepaktakraw Volleyball - Indoor Tchoukball, etc. Baseball Softball Cricket* Normal activities within group size limitation of 8 pax permitted. Football Any match play has to adhere to group size limitation with no inter-mixing between Team Sports – Hockey - Field groups. Outdoors Multiple groups to maintain 3m apart when sharing venue.
    [Show full text]
  • 2017 Anti-Doping Testing Figures Report
    2017 Anti‐Doping Testing Figures Please click on the sub‐report title to access it directly. To print, please insert the pages indicated below. Executive Summary – pp. 2‐9 (7 pages) Laboratory Report – pp. 10‐36 (26 pages) Sport Report – pp. 37‐158 (121 pages) Testing Authority Report – pp. 159‐298 (139 pages) ABP Report‐Blood Analysis – pp. 299‐336 (37 pages) ____________________________________________________________________________________ 2017 Anti‐Doping Testing Figures Executive Summary ____________________________________________________________________________________ 2017 Anti-Doping Testing Figures Samples Analyzed and Reported by Accredited Laboratories in ADAMS EXECUTIVE SUMMARY This Executive Summary is intended to assist stakeholders in navigating the data outlined within the 2017 Anti -Doping Testing Figures Report (2017 Report) and to highlight overall trends. The 2017 Report summarizes the results of all the samples WADA-accredited laboratories analyzed and reported into WADA’s Anti-Doping Administration and Management System (ADAMS) in 2017. This is the third set of global testing results since the revised World Anti-Doping Code (Code) came into effect in January 2015. The 2017 Report – which includes this Executive Summary and sub-reports by Laboratory , Sport, Testing Authority (TA) and Athlete Biological Passport (ABP) Blood Analysis – includes in- and out-of-competition urine samples; blood and ABP blood data; and, the resulting Adverse Analytical Findings (AAFs) and Atypical Findings (ATFs). REPORT HIGHLIGHTS • A analyzed: 300,565 in 2016 to 322,050 in 2017. 7.1 % increase in the overall number of samples • A de crease in the number of AAFs: 1.60% in 2016 (4,822 AAFs from 300,565 samples) to 1.43% in 2017 (4,596 AAFs from 322,050 samples).
    [Show full text]
  • Beginner Guide to Curling
    Stephen C. West Ice Arena Beginne rs Guide To Curling Curling Game Basics What is this game of rocks and brooms all about? Curling is a sport in which two teams of four players each slide 40-pound granite rocks (also called stones ) down a sheet of ice toward a target at the other end. Each team tries to get more of its stones closer to the center of the target than the other team. Read on for a complete breakdown of curling’s basic elements. • Throwing rocks: Each player on the team throws two stones in each end. (An end is similar to an inning in baseball.) Each team throws 8 stones in an end. The players alternate throwing with their opposite number, the player on the other team who plays the sam e position they do. • Curling rocks: When you throw a rock down the ice, depending on its rotation -- which is applied intentionally -- it will curl, or bend, one way or another. How much (or little) a rock curls or bends, depends largely on the conditions o f the playing surface. • Sweeping: Sweeping makes a rock curl less and travel farther. The lead, second, and third all take turns sweeping the rocks. The skip, who is like the team’s quarterback, is the only one who doesn’t regularly sweep stones. • Keeping score: Once all 16 rocks have been thrown down the narrow sheet of ice, the score for that end is counted based on the final positions of the stones in the house , (the group of circles on the ice that looks like a bull’s eye).
    [Show full text]
  • Paranetball Strategy 2018 -2021
    ParaNetball Strategy 2018 -2021 A market leading strategy programme supporting coaches, officials, deliverers and players by providing experience and creating opportunities Understand, Engage, Maximise, Empower Contents 4 Introduction 6 A History of Disability Sport 8 Understanding Disabilty 10 Understanding Impairment 12 Mapping Disability in England 13 Disabilty by Region 14 Demographic 16 England Netball’s Disability Landscape 18 A Limited History of ParaNetball 19 Gap Analysis 20 What is ParaNetball? 21 Vision, Goals and Objectives 22 Strategic Goals 26 Firm Foundation 2 3 Introduction Netball is growing. We offer a diverse range of opportunities to play, train and develop and now we are excited to bring deaf and disabled women and girls into the netball family. Netball cannot be described as a ‘traditional disability sport’. It has a limited history with minimal numbers of players both in this country and around the world. However, in England, there are over 1.5 million deaf and disabled women and girls under the age of 50. These figures speak to the incredible opportunity we have at England Netball. This strategy is an exciting glimpse into our future and signals the intent and ambition that we have at England Netball to understand, engage, maximise and empower deaf and disabled women and girls across England. Fran Fran Connolly, CEO 1 million women and girls played netball at some point last year making netball the number one team sport played by females in England. In contrast to that only 448 deaf and disabled people took part in an England Netball session last year. This strategy has been published following extensive research and development pulling on an evidence base from across all sport.
    [Show full text]
  • Wheelchair Curling
    WHEELCHAIR CURLING Skill: I will push the rock as close to the center of the house Safety First as possible. Control the Delivery Stick Cognitive: I will discuss the skill components of curling. Push and Follow Through to Fitness: I will be actively engaged during the entire activity. Target Personal & Social Responsibility: I will follow all rules and etiquette of curling. Equipment: 8 rocks (bean bags) per rink 1–2 scooters per rink 8 low-profile cones per rink (4 per color to designate teams) 1 delivery stick (hockey stick, lacrosse stick, noodle) per rink 1 chair or wheelchair per rink Floor tape Set-Up: 1. Create rinks and house targets with tape/cones. 2. Use floor tape to make targets (houses) at 1 end of each rink. 3. Place a chair, delivery stick, and 8 bean bags at the opposite end of the house for each rink. 4. Create equal teams, 2 teams at each rink. Activity Procedures: 1. It’s time for Wheelchair Curling, a Paralympic event that matches Olympic Curling. The only adaptation from Olympic curling is the elimination of sweepers. 2. The objective of today’s activity is to place your team’s rock closest to the button during each end. 3. 1 student from the 1st team will sit in the chair (or wheelchair) and use the delivery stick to push the rock (scooter carrying a bean bag) toward the house. Try to get your rock closest to the button. Take turns sending scooters. When each scooter stops, the team will place a low-profile cone on the floor as a marker of the send.
    [Show full text]
  • Wheelchair Delivery Strategy Sweeping Basic
    learn to curl Spirit Delivery Sweeping Strategy wheelchair Stick BaSic ruleS Dare to curl Curling in the United States has experienced great growth in the past decade, thanks in great part to TV coverage during the Olympic Winter Games. Membership in the U.S. Curling Association has increased from just over 10,000 in 2002 to nearly 16,000 in 2012. USA Curling currently boasts 165 member clubs in 40 states. Many of these new curling clubs are termed “arena” clubs, meaning that the clubs are housed at facilities were multiple sports are offered as opposed to a dedicated curling rink. Having existing curling arena owners embrace curling has been another significant factor in the growth of curling in the U.S. as it brought the sport to many warmer climates in southern states where curling never was played before, including South Carolina, Georgia, Florida, Texas, and Arizona, just to name a few. Some Fun Facts about Curling: • It is generally agreed that curling was developed in Scotland in the 16th century on frozen marshes • Curling was first an Olympic medal sport in 1924, but did not obtain full medal status again until 1998 • Curling is played in 48 countries worldwide. Canada leads the way with around 1 million active curlers • The modern curling stone is round, made of granite, and weighs about 42 pounds • The first known U.S. curling clubs were located in New York City, Detroit, Milwaukee, and Portage, Wis. • Sweeping can help a stone slide up to an additional 15 feet • On average, an athlete can walk up to 2 miles in an 8-end game Brochure production is made possible through grants from the World Curling Federation and The Chicago Community Trust.
    [Show full text]
  • Media Representation of Para-Athletes at the Glasgow 2014 Commonwealth Games Mcpherson, Gayle ; O'donnell, Hugh; Mcgillivray, David; Misener, Laura
    Elite athletes or superstars? Media representation of para-athletes at the Glasgow 2014 Commonwealth Games McPherson, Gayle ; O'Donnell, Hugh; McGillivray, David; Misener, Laura Published in: Disability and Society DOI: 10.1080/09687599.2016.1197823 Publication date: 2016 Document Version Author accepted manuscript Link to publication in ResearchOnline Citation for published version (Harvard): McPherson, G, O'Donnell, H, McGillivray, D & Misener, L 2016, 'Elite athletes or superstars? Media representation of para-athletes at the Glasgow 2014 Commonwealth Games', Disability and Society, vol. 31, no. 5, pp. 659-675 . https://doi.org/10.1080/09687599.2016.1197823 General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. Take down policy If you believe that this document breaches copyright please view our takedown policy at https://edshare.gcu.ac.uk/id/eprint/5179 for details of how to contact us. Download date: 25. Sep. 2021 Elite Athletes or Superstars? Media Representation of Para-athletes at the Glasgow 2014 Commonwealth Games This paper offers a discourse analysis of media representations of para-athletes before, during and post Glasgow 2014 Commonwealth Games in print, broadcast and online sources with a view to influencing attitudes towards people with a disability. We use the lens of critical disability theory to inform the study and analyse media representations of para-athletes beyond the physical barriers faced by people with a disability.
    [Show full text]