Insight into the current situation

About SEDY United Kingdom There has been much policy interest in the UK surrounding participation in sport The SEDY project aims to contribute to to include young disabled people. In 2000, the British government developed a the increase of physical activity in strategy called the ‘White Paper: A Sporting Future for all’, this highlighted the children with disabilities. This is achieved benefi ts of sport for young disabled people. by matching the demand and the supply. We are convinced that the participation According to the Census for England and (2011), 374,797 young people in of children in sport activities contributes England aged 0-15 years old had a health problem or disability that limited them a to the social, emotional and physical lot or a little in their day to day activities. This equated to 3.7% of the population. development of children. The project runs In Northern Ireland, data is only available for young people aged 16 years and from 2015 until 2017. In this period we above. The Continuous Household Survey for Northern Ireland (CHSNI) (2013) expect to obtain more knowledge of the found that in 2012/13, 10% of young people aged 16-25 years old were disabled. level of fi t, between demand and supply However, it is important to note that the survey was only based on responses in sport and the best ways to support from 323 young people aged 16-25 years old. disabled children. The fi nal goal is to increase sport participation of children with disabilities, and thereby to increase the social inclusion of this group. The out- comes of the research and the SEDY tool will, in the years following the project, be used for further development and knowledge acquisition.

The research is conducted in seven countries (Lithuania, Finland, United Kingdom, Portugal, France, Italy, the Netherlands). The partners involved in the project are a mix of organisations and complement each other in both know- ledge and fi eld experience consisting of four universities, two sport federations, one pan-European organisation and two non-profi t organisations.

This factsheet is part of the inventory phase. Purpose of this phase is to collect data on the current and desired situation concerning opportunities for disabled youth to do sport activities (supply) and what are their needs (demand). This factsheet provides statistical data as well as how sport for youth with disabilities is organised.

More information can be obtained with: Professor Marije Baart de la Faille-Deutekom ([email protected]) Project leader SEDY: Martin Breedijk ([email protected])

United Kingdom Contact: Dr Niamh-Elizabeth Reilly Data collection: Editors: [email protected] Youth Sport Trust (2015) Niamh-Elizabeth Reilly, Guin Batten, Rachael Batters, Sarah Jenkins & Patrick McGeough (2016) Available statistics sport participation

Sport participation In comparison, in 2014/15 34% reported Sport participation in sport clubs In 2013/14, The Taking Part Child that they undertook less sport, compared The APSE (2015) found that in 2014/15, 28% Survey (TPCS) (2014) found that 85% to 40% in 2012/13. of young people aged 14-25 years old with a of disabled young people in England disability were members of a sports club; aged 5-15 years old took part in any In Northern Ireland, data is only available this represented a very small increase since sport in the 12 months prior to the survey. for young people aged 16 years and 2012/13 (27%). The Sports Club Survey (2013), 69% took part in competitive sport at above. The CHSNI (2013) found that in which surveyed 2,910 sports clubs across the school and 26% took part in competitive 2012/13, 63% of young people aged 16-25 UK, found that near half of the sport clubs sport outside of school. In 2014/15, the years old in Northern Ireland had taken provided opportunities for disabled people Active People Survey for England (APSE) part in sport in the four months prior to to participate. The average number of (2015) found that 50% of young people the survey. disabled junior members in the clubs that aged 14-25 years old with a disability provided opportunities for disabled and took part in sport at least once a week Kind of sport non-disabled to take part in activities and 27% took part in sport three times According to the TPCS (2014), the top together was 2. Clubs that provided specifi c or more a week. There has been very ten sports that young disabled peop- sessions for disabled people has an average little change (if any) in participation le (aged 5-15) in England took part in of 10 junior members. In clubs specially rates since 2012/13. In 2014/15 37% during 2013/14 are outlined in fi gure 2. for disabled people this number is 14. of this young people reported that they In 2013/14 disabled young people (aged Mainstream sports clubs in the UK had an undertook more sport in the last 12 5-15) took part in over 40 different sports. average of 3 junior disabled members per months, compared to 42% in 2012/13. There is no data for Northern Ireland. club (equated tof 3% of the junior members).

50 100 male disabled female disabled Rounders 12% 40 80 13%

Cross Country 13% 30 60 13% Basketball 17%

Walking 19% 40 20 23%

Cycling 26% 20 10 Football 41%

Swimming 47% 0 0 % doing any sport % doing competition % doing competition 01020304050 Opportunities Specific Clubs with Clubs in school out of school for disabled sessions for disabled specially Source: Department for Culture Media and Source: Department for Culture Media and Sport (2014) and non- disabled junior for disabled disabled people members people Sport (2014) people to alongside take part in sessions for activities non-disabled together people Fig. 1 Proportion of young people aged Fig. 2 The top ten sports that young Source: The Sports Club Survey (2013) 5-15 years old that took part in sport in the people aged 5-15 years old with last 12 months, broken down by gender disabilities in England took part in Fig. 3 Provided opportunities for disabled during 2013/14 people in sport clubs (n=2,910)

System of organisation

Laws and regulations This requires that all partner agencies work Regulations (HM Government, 2010) Part M. Laws that guarantee children with a together to improve fi ve key outcomes Part M sets minimum functional access disability can access sport are: the for all children and young people, inclu- standards for buildings, but it does not Equality Act (2006), the Disability Dis- ding those with special educational needs cover all of the inclusive design issues crimination Act (2005), the Children Act and disabilities: be healthy, stay safe, enjoy which are important in the design of sports (2004), the Special Educational Needs and and achieve, make a positive contribution facilities or to a high enough standard Disability Act (2001), the Education Act and achieve economic well-being. to create truly inclusive environments. (1996) and The Disability Discrimination Due to these UK laws and policies, young Act (1995). Latter recognises that adjust- disabled children are allowed to join Therefore, Sport England expects designers ments are needed in order to enable non-adapted sport as it is seen as their to refer to Sport England guidance, as well equal access to sporting facilities for all human right to be allowed to access all as the ‘Approved Document M’ (currently disabled people (Finch, Lawton, Williams opportunities (Unicef,1989; Disability 2004 edition) which supports Part M, when & Sloper, 2001). The Children Act (2004) Discrimination Act, 1995). designing sports facilities. also provides the legal framework for the An example of regulations that concern Some examples of offi cial guidance that Government’s national change programme the accessible sport facilities for children has been produced which relates to making ‘Every Child Matters – Change for Children’. with a disability are the Building sports facilities more accessible are Access To Sports Facilities For People With Disa- There are no specifi c rules in relation to physical education and sport activities so bilities Design & Management Guidelines the inclusion of young disabled people that everyone can be included and play (Disability Sport Northern Ireland, 2010), in sport but many National Governing together. It can be used to help organise Building Bulletin issue 102: Designing Bodies have developed inclusive formats thinking around activity adaptation and for disabled children and children with for their sports (School Games, 2015). The modifi cation in support of The Inclusion special educational needs (Department majority of community sports clubs and Spectrum model (an activity-centered for Children, Schools and Families, 2014) school sports utilise the ‘STEP’ principle approach to the inclusion of young people and Accessible Sports Facilities: Former- and Inclusion Spectrum (Youth Sport of all abilities in physical education and ly known as Access for Disabled People Trust, 2016). The STEP adaptation tool is school sport) or as a stand-alone tool. (EFDS, 2010) a simple system for making changes to

Organisation

In Great Britain (GB), sport for young dis- The Scottish Disability Sport (SDS) is the of Sport structures which govern a sport abled people is organised in different levels: Scottish governing and co-coordinating at a UK, GB, England, Scotland, Wales, body of all sports for people of all ages Northern Ireland level. The National Nationally and abilities with a physical, sensory or Disability Sports Organisations (NDSOs) UK Sport and the British Paralympic learning disability. are national bodies responsible for the Association (BPA) are two national The aim of Disability Sport Wales (DSW) development and promotion of sporting organisations. UK Sport is a non-depart- is to contribute to the Vision for Sport by opportunities for a specifi c impairment mental public body of the Department for creating a more inclusive sports sector group. They also support NGBs of sport Culture, Media and Sport: disbursing where every disabled person is hooked to deliver more inclusive programmes. Government funding and acting as the on sport, offering real choice as to where, Each NDSO has an appointed advisor to statutory distributor of National Lottery when and how often people play sport. look after the Inclusive Sport programme, grants. The BPA is the National Para- who are supported by EFDS. lympic Committee for Great Britain. It is Locally responsible for the United Kingdom’s All schools across the UK have an obli- Charity participation in the Paralympics. gation to provide meaningful physical Also charities such as Mencap Sport education and school sport for all young and Down Syndrome Association (DSA) Regionally (Disability Sports Councils) people (this includes young disabled provide local sporting opportunities for The English Federation of Disability Sport people). PE lessons are required to be specifi c impairment groups. (EFDS) is an umbrella organization pro- inclusive (including mainstream schools). moting sport for athletes with disabilities The School Games which is the com- Funding in England. EFDS promotes opportunities petitive school sport strand strongly Sport for young disabled people is funded for youth with disabilities to participate advocates their dedication to an inclusive in many ways in the UK. Examples of the in sport, in addition to its work with adult vision for school sport across the UK. principle funding are the Lottery Funding, athletes. Government Funding and charity. The Big National Governing Bodies (NGBs) Lottery Fund awards grants to UK organi- Disability Sport Northern Ireland (DSNI) In the UK, Sports Councils do not sations to help improve their communities is Northern Ireland’s main disability establish or appoint NGBs of sporting and a lot of disability sport is funded sport organisation and is recognised by activities. Governing Bodies of Sport are through this (Sport England, 2015). The Sport Northern Ireland as the key body res- independent, self-appointed organisati- Departments for Culture, Media and ponsible for the development of sport and ons that govern their sports through the Sport, Health and Education together with physical recreation for people with physical, common consent of their sport. There Sport England have invested over £150m sensory and learning impairments. are over 50 single lead Governing Body (both Exchequer and Lottery funding) in the School Games up to 2015. In addition, the School Games is currently sponsored by Sainsbury’s – which brought in an additional £10m (alongside a variety of other private sector partners). To further ensure that competitions within the Sainsbury’s School Games are as in- clusive as possible, a bespoke project within the School Games (Project Ability) was designed to help drive and increase opportunities for young disabled people (School Games, 2015). The Department of Education also funds specifi c innovative sport and physical activity projects within the Project Ability of Inclusive Schools, as well as continued professional develop- ment to help the school sport workforce become more inclusive (Youth Sport Trust, 2015). At least there are many charity and trust organisations that people can apply to for funding on an individual or local club level to help fi nance sport for young disabled people.

Infrastructure to guide disabled youth to sport Parasport is a programme run in partner- ship between the BPA and Deloitte which helps young people with disabilities are not sure which sport they can compete in or if they are fi nding it hard to fi nd a local disabled sports club to join. Their target group is young people who have a physical disability or sensory impairment from both primary and secondary age sports having targets relating to incre- disabled people want to discover the groups (between the ages of 4 years old ased support for talented disabled athle- pleasures of sport; they want to enjoy and 20 years old). Their website provides tes. Therefore, many NGBs have program- learning new skills. They want to deve- information about disability sport and mes in place to encourage young disabled lop their confi dence, self-esteem, social if someone is not sure what sports are people to participate in their sport. skills through sport. They want to build suitable for them, there is a ‘classifi cation meaningful friendships through sport wizard’ tool on the website which helps National Governing Bodies (NGBs) have and physical activity (Barnardo’s, 2004; to see what options are out there. This a targeted age range of 14 years to 25 Horizon, 2015). Focus groups with parents service is available for everyone whether years. Each sport must be seen to target of young disabled people show that they they want to get involved in a sport and accommodate all disabilities groups. too have aspirations for their children to competitively or just for fun. The main NGBs have supported thousands of young be given the opportunity alike their peers aim of Parasport is to make it easier for people with disabilities to access sport without disabilities. Parents of children young disabled people to get into sport since 2009 (Sport England, 2015). with disabilities want their children to and get active. Since Deloitte Parasport For many disabled people, the NDSOs are be able to access mainstream sport at a was launched in 2007, over 3000 clubs the starting point to get involved in sport school level, grass root sports club level have registered across England, Scotland, and if they choose to develop their talent. and they want a consequential pathway Wales and Northern Ireland with the site. The NDSOs have a targeted age 4 years to through that sport that does not include (Parasport, 2015). 25 years. Each NDSO has specifi c develop- having to drive their child hundreds of ment and promotion of sporting opportu- miles to get appropriate coaching for their The Sainsbury’s School Games is a unique nities targets for their specifi c impairment additional needs (Project Ability ‘Step programme which motivates and inspires group (for example: Special Olympics into Sport’ Regional Conferences, 2015). millions of young people across the Great Britain has a youth engagement Research by EFDS (2013) stated that dis- country to take part in more competitive strategy that aims to increase their per- abled people are more likely to respond school sport. They targeted at all primary centage of school age registered athletes to activities and sport, which connect to and secondary aged school children and from 12% - 20% by 2019 (Under 18 years their everyday values. “ young people (between the ages of 4 of age) and to increase their percentage of We already mentioned and years old and 20 years old). The Games young people competing in their National football were favorite sports among have a strong Inclusive element resulting Games from 20% to 30% by 2017 (Under young disabled people aged 5-15 years in more meaningful opportunities are 25 years of age). old (Department of Culture, Media available for young disabled people. The and Sport, 2014). Previous research in Sainsbury’s School Games are made up Needs and desire England and UK conducted by Sport of four levels of activity: competition in Through the Youth Sport Trust Project England (2001) has found that twice as schools, between schools, and at a coun- Ability network, interviews and focus many young disabled people (42%) as all ty/area level. It has supported 100000 groups conducted with young disabled young people (21%) nominated swimming young people with disabilities to access people in England and the UK have shown in the top three sports they enjoyed most sport since 2009 (School Games, 2015). a plethora of various needs in relation to in lessons. Also other games skills (10% sports and physical activity. Young disa- compared to 6%) and horse riding (7% NGBs are governed by their country Sport bled people want to be included in me- compared to 0.2%) were nominated by Councils (Sport England, Sport Scotland, aningful competitive sport and have the a higher proportion of young disabled Sport Northern Ireland and Sport Wales). option to participate in sports that they people than by all young people. Howe- From 2013-2017, Sport England allocated think they would enjoy. Young disabled ver, a much higher proportion of all young £83 million for ‘whole sport plan’ funding people want to be valued team members people than disabled people (over 10% and this is being used to support the alongside their peers who do not have a difference) nominated football, rounders, development of talented young athletes. disability. Young people with disabilities cricket, tennis, netball and athletics. For Over the four year investment each indi- want to be given a chance to show that other sports such as gym, running, dance vidual NGB in England has a strong focus they too can achieve great things in sport and games, there was no signifi cant diffe- on disability with over 50 per cent of the (Project Ability Network, 2015). Young rence between the two groups. (Perceived) facilitators and barriers for participating in sport

There has been an abundance of insight sport both in and out of school. There- Similarly, and adding the dimension of into the facilitators and barriers for fore, disability per se is not a barrier to the school and community context, participating in sport for young disabled taking part in sport. However, both the Black stated that: people in the UK. The majority of litera- overall rate of participation and the fre- “For the vast majority of disabled children ture and insight tends to focus on the quency with which disabled young people and adults, however, it is the everyday barriers to participation, yet in relation to take part in sport is lower than for young access to opportunities in physical the facilitators for participating in sport people in general (Finch et.al., 2001). A activity and sport in school and com- for young disabled people, research by study by Blowers et al., (2011) reported munity that restricts choice and defi nes Beresford & Clarke (2009) found that the on the following barriers in relation to difference” (Black, 2011) following facilitators were identifi ed in participating in sport for young disabled this context: people in the UK: (Perceived) motivators to participate • Giving disabled children and young • Physical Barriers including lack of in sport people access to a wide range of suitable equipment and accessible In a UK study by Finch et.al. (2001) activities. facilities, particularly inappropriate fi ndings revealed the specifi c aspects of • Providing opportunities to take part changing facilities including, lockers sport motivated young disabled people in positive activities both alongside and lack of privacy, uneven surfaces, to take part and those that put young their non-disabled peers but also just tactile markings and poor signage. people off sports participation. They with other disabled children and young • Transport including inaccessible found that young disabled people were people. transport systems, taxi costs, lack of more likely than all young people to say • Using accessible buildings and information concerning transport, lack that they got embarrassed when they had facilities. of awareness of needs by transport to do sport. They were more likely to be • In mainstream and community settings, staff and accessible train platforms. concerned about some aspects of playing having trained staff, who also have a • Communication barriers including no sport such as about being hit or kicked good disability awareness and positive text phone/type talk facilities, no or playing in bad weather. They were also attitude towards disabled people. hearing induction loop, small numbers less competitive than all young people. • Ensuring that activities are affordable. on lockers in changing rooms, menus However, they were less likely to mind • Providing families with multi-agency, not available in alternative formats, playing sport with people they did not multi-sector information about the lack of information signposting want to play with and playing with girls positive activities available to disabled relevant sporting opportunities and and boys together. children and young people. social barriers. Those with a mobility disability and • People’s attitudes including staff atti- those with a self-care related disability In relation to the barriers to participating tudes and negative customer services. were less likely than those with a hearing in sport for young disabled people, • Additionally, minimal human support, disability to be competitive and have research has shown that the majority of no single sex sessions and affordability confi dence in their ability, to consider disabled young people do participate in were included as barriers also. sport as social activity to be with friends, and to be encouraged by their family and friends. They were, however, more likely to recognise the importance of keeping fi t. Despite these specifi c motivational issues, only 10 per cent of all young dis- abled people reported that lack of moti- vation had prevented them from taking part in sport. Analysis by disability type showed that lack of motivation or lack of desire to participate in sport was con- versely related to participation in sport. Those with a hearing disability were the least motivated towards sport and those with a mobility disability and those with a self-care related disability generally had the greatest desire to participate in sport. Furthermore, there was a negative asso- ciation between severity of disability and lack of motivation to participate in sport. Therefore, motivation cannot explain why those with a mobility or self-care related disability were less likely than those with a hearing disability to take part and enjoy sport, and suggests that other external barriers were playing a part in low sporting participation for young disabled people. Overcoming barriers to participation

Overcoming barriers to participation • Inclusive community clubs (are they Made locally by clubs/participants for Research conducted at the Youth Sport truly open and inclusive) direct recruitment of young people. Trust Project Ability regional consultation • Lack of NGB support/guidance for Videos posted on YouTube, social event in March 2015 gave some interes- some sports media and club websites. Some NGB ting insights into the not just the barrier • Local opportunities–no local sessions videos already available, for example: to participating but overcoming these bar- in chosen sport/not well advertised https://www.youtube.com/watch?v=q- riers to participation. Focus groups were 5cik43LgT4&list=UUds1G_8xoSxlcUT4b- conducted with parents, teachers, School Some suggestions from parents, teachers, JF1maA Special Educational Needs coordinators SENCOs and young disabled people for http://devonadaptiverowing.blogspot. (SENCO) and young disabled leaders to overcoming some of these barriers were: co.uk/p/videos.html. identify the barriers to participating in • Transport: A locally coordinated regis- • Parent/Teacher support: Better sport and ways to overcome these barri- ter of drivers and passenger assistants standard of training/mentoring for ers. Some of the barriers identifi ed were: that can be accessed by schools/orga- coaches and school support staff • The confi dence/self-belief of the young nisations to supplement existing staff to deliver inclusive/disability sports disabled person for busy periods / events / sickness sessions in schools. Inform parents, • Young Disabled person’s social skills/ cover. Volunteer drivers and passenger teachers, schools and sports club behavior assistants selected and trained directly management about the wider benefi ts • Determination/desire to participate in through schools or centrally through of sport for young disabled people activity the above register. such as friendship, work ethic, healthy • Suitable/accessible facilities • Equipment: Central register for a pool lifestyle. Demonstrate to parents what • Availability of specialist/adapted of loan equipment, co-ordinated their child is capable of by inviting equipment between individual schools and in- them to watch events, competitions, • Finance – cost of session, support, cluding community sports groups. To school clubs and lessons. Promote equipment, transport ensure longevity of shared equipment social opportunities for parents • Support from parents/carers and users should be educated on cost and through their child participating in teachers/head teachers care of equipment. wider extra-curricular groups – meet • Lack of coach/teacher education to • Determination/Desire to participate: other parents, downtime whilst child deliver truly inclusive activities Produce young person led fi lms to pro- is at session, social development of • Social attitudes to disability mote sports/clubs to young disabled the child, support the transition out of • Transport -adapted vehicles, suitable participants (and their parents/carers). education. drivers, funding Evidence sources

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