DISABILITY SURVEY 2000: SURVEY OF YOUNG PEOPLE WITH A DISABILITY AND SPORT

Contents Page

Chapter 1 Preface 3

1.1 Research Programme 3 1.2 Background and Objectives 3 1.3 Acknowledgements 14 1.4 Analysis 15 1.5 Weighting 18 1.6 Presentation and interpretation of the data 19 1.7 Finding your way around the report 19

Chapter 2 Key Findings 21

Chapter 3 Implications 32

Chapter 4 Overview 37

4.1 How many young people are taking part in sport? 38 4.2 The level of participation in sport 'at least once' in the last year 41 4.3 Sports participated in 'at least once' 42 4.4 The level of participation in sport 'frequently' in the last year 45 4.5 Sports participated part in 'frequently' 47

Chapter 5 Sport in school lessons 51

5.1 The level of participation in sport 'at least once' in lessons 52 5.2 Sports participated in 'at least once' in lessons 54 5.3 The level of participation in sport 'frequently' in lessons 59 5.4 Sports participated in 'frequently' in lessons 61 5.5 Types of sports taken part in during school time 68 5.6 Time spent on PE in a week in school (hours) 79 5.7 Time spent on PE in a week in school (days) 84

Chapter 6 Sport out of lessons 91

6.1 The level of participation in sports 'at least once' out of school lessons 92 6.2 Sports participated in 'at least once' out of school lessons 93 6.3 The level of participation in sport 'frequently' out of lessons 98 6.4 Sports done frequently out of lessons 100 6.5 Types of sports done out of lesson time 107 6.6 When sport is done out of lessons 116 6.7 Time spent on sport out of lessons 118 6.8 Time spent on sport during the summer holidays 120

1 Chapter 7 Where young people participate in sport out of lessons 124

7.1 Participation in different contexts 125 7.2 Extra-curricular sport 126 7.3 Trips arranged by the school 130 7.4 Involvement with clubs specifically set-up for sports 132 7.5 Sporting activity in other clubs where young people participate in sport 134 7.6 Out of school facilities: access and use 138

Chapter 8 A comparison of sports done in & out of lessons 140

8.1 Comparing the number of sports done in a year in and out-of-lessons 141 8.2 Comparing individual sports in and out of lessons 144 8.3 Comparing types of sports in and out of lessons 150

Chapter 9 Placing sport in context with other leisure activities 160

11.1 What activities are young people doing in their spare time? 160 11.2 Watching sporting events 163

Chapter 10 Motivating involvement in sport 165

10.1 Which sports do young people enjoy in school lessons? 166 10.2 Which sports don't young people enjoy in school lessons? 167 10.3 What subjects do young people enjoy? 172 10.4 Is it important to be fit? 176 10.5 Are young people competitive? 177 10.6 Is sport a social activity? 179 10.7 What is off-putting about sport? - barriers 182 10.8 Families and role models as motivator to participation in sport 184

Chapter 11 Barriers to Participation 194

11.1 Motivation and desire to undertake sport 195 11.2 Barriers to sport - overall and by age and sex 198 11.3 Barriers to participation in sport and disability type 205

Appendix 1 Sample design 211 Appendix 2 Methodology 213 Appendix 3 Questionnaire design 214 Appendix 4 Response rate 215 Appendix 5 Sample Profile - Children 218 Appendix 6 Using the Family Fund Trust as a sampling frame 223 Appendix 7 Using the Health Qualities Index system of Questions 225 Appendix 8 Data Processing 231 Appendix 9 Definitions 232 Appendix 10 Sports 233 Appendix 11 Questionnaire 234

References 235

2 Chapter 1 Preface

This report presents the findings of the survey undertaken with young people who have a disability or severe illness. It is concerned with their experience of, attitudes to and participation in sport. It also investigated the barriers that young disabled people experience to participation in sport. Its ultimate aim is to help Sport England and others to better target their investment in sport with the objective of overcoming inequalities in provision and opportunity.

1.1 Research Programme

The research comprised of a postal self-completion questionnaire for young disabled people aged 6-16. The survey was addressed to the disabled young person but it was expected that many would need some assistance with completion.

1.2 Background and Objectives

Sport England (the brand name of the English Sports Council) is an independent body responsible for the development of sport in England, and committed to promoting the participation and greater involvement in sport and recreation by young people, including young disabled people. Sport England has a specific policy with regard to the development of sport among disabled people which aims to work towards the elimination of disadvantage and discrimination on the basis of disability in order to achieve better quality sport for disabled people. However, it has become widely acknowledged that there is a dearth of information that would allow Sport England to monitor progress in this area. Below is a brief review of the information that available.

Two distinct approaches to disability sport research exist, which are different in the way that they view disability itself. The first follows the medical model of disability and second, the social model. Both types of research consequently adopt different ways of undertaking disability research which will have important implications for the participation of disabled people in sport and the positioning of disabled sport in society: how we view disability itself will inevitably influence the policies developed in relation to ‘disabled sport’ generally, and specifically the solutions developed to overcome any barriers that exist for disabled people in relation to participation in sport.

3 The two models of disability

The medical model The medical model views disability and illness as synonymous. focuses on the distinguishing characteristic of the group of individuals (the impairment), makes the impairment more important than the individual and compares them to ‘the ‘norm’. It therefore places great emphasis on the negative aspects of the impairment and what the individual cannot do rather what they than can do. The World Health Organisation’s (1980) definition of disability is, in this sense, extremely problematic. In this definition, disability is “any restriction or lack, resulting from an impairment, of ability to perform an activity within the range considered normal for a human being.”(Kolkka et al, 1997). The impairment is seen as a problem and it is the limitation in physical, mental or sensory functional capability that is seen as preventing or compromising participation in able- bodied sport (Sherill, 1999). As a result, proponents of the medical model seek to ‘norm the nonstandard’ by intervening to ‘improve’ bodies or abilities, making the ‘abnormal’ more ‘normal’. Research that takes the view of the medical model is often quantitative and also fails to question why. It is therefore divorced from the direct experiences of people with disabilities. By taking this limited view, research will fail to understand the barriers to sport participation experienced by disabled people and will also limit the value that sport has for disabled people.

The social model The social model of disability recognises that disability is a social construction and therefore the problem lies with society and structural factors, which fail to take account or adapt to people with physical or learning impairments. Whilst there is a physical impairment that often includes discomfort and pain, concepts such as normal and abnormal, disability and ability exist only in a social and cultural context. Therefore the social construction of normalcy is what creates the disabled person’s problem. Indeed, the social model argues that the abnormal is only created in societies that generate standards of normality. Shogan (1998) argues that statistics, as a normalisation discourse that constructs the average man and portrays this as the way things ought to be, has itself been instrumental in constructing disability as a problem. “Far from a neutral, objective enterprise, the discourse of statistics has produced social meaning about the normal and the abnormal, ability and disability” and has subsequently created categories such as intelligent, deviant, and the valued and disvalued (Shogan 1998, p 271). He argues that all those human characteristics that vary from the norm have been theorised as abnormal. Statistics have established the norm as the typical and the good and therefore comparisons are constantly made with that norm.

4 Oliver (1990) points out that “as long as the environment consists of social roles that are considered to be normal, the inability of the individual to live up to the requirements of these roles puts him or her in a disadvantaged position and thus creates a handicap.” Factors such as attitudes, perceptions, social expectations, attitudes towards physical appearance, architecture and the physical environment all affect at which point that variation from the norm actually becomes a disability. As McDermott and Varenne (1995) indicated, cultures “actively organise ways for persons to be disabled” (p337). Social contexts are organised to enable some but not others (Shogan, 1998). The Union of the Physically Impaired Against Segregation (1976) therefore defined disability as “ the disadvantage or restriction of activity caused by a contemporary social organisation which takes no or little account of people who have physical impairments and thus excluded them from the mainstream of social activities.” (Kolkka et al 1997). Therefore the social model of disability focuses on environmental and social factors and seeks to improve access, availability and suitability of certain facilities and also to challenge any discrimination and change attitudes (Beresford et al., 1996).

Various researchers have revealed the problematic social construction of the disabled body as weak, passive, and dependent and therefore “diametrically opposed to sport and physical activity as a domain where physicality is central” (DePauw, 1997). Research that takes this view is often qualitative and takes into account the barriers that prevent disabled people from making choices and living a life equivalent to that of their non- disabled counterparts. Therefore, a potential criticism of the 2000 survey of young disabled people and sport is that it is largely quantitative in nature. However, this is a recognition of the dearth of research on young disabled people and sport - any research that has been carried out on young disabled people and sport is qualitative in nature. A quantitative approach is therefore essential in order to produce much needed baseline data that can be used to measure the participation of young disabled people in sport. Indeed, the survey questions why young disabled people are disadvantaged in sport participation, rather than assuming it is their impairment that is the ‘problem’. Two sections concentrate on the motivation and barriers to sport.

A further criticism of the 2000 survey of young disabled people and sport is perhaps that it compares the disabled population with the overall population of young people. Nevertheless, this is not intended as a comparison with the ‘norm’. Rather, it is a recognition that certain barriers exist for young disabled people in relation to sport participation that their non-disabled counterparts may not experience. Therefore, a comparison with all young people is necessary to identify the nature of the disadvantage – in which sports is participation particularly low; are there sports that are dominated by young disabled people; and is participation particularly low in different situations?

5 Indeed, this piece of research assumes that participation in sport has benefits for all young people, and that young disabled people are no exception to this. Much of the research on sport and disability has investigated the value of sport for disabled people. It is to this subject we shall now turn.

The value of sport for young disabled people

The medical model of disability has long dominated research in sport and disability. Understanding the activity ‘problems’ which the individual has by virtue of a physical, sensory or intellectual ‘tragedy’ has been the domain of much research that focuses on disability and sport (William 1994). Therefore, the value of sport for disabled people has become to be recognised as one that fits a rehabilitation approach to disability. Indeed, according to Guttmann (1976), sport is a good thing for people with a disability because it has curative and theraputic powers on physical, psychological and social levels. Williams (1994) observes that in these medical or rehabilitative terms, sport is valued in the sense that it has the potential to negate the disability. In society, disability is viewed as dysfunctional. Sport, with its rehabilitative powers, is a means to negate the dysfunctionality created by the impairment and therefore becomes important as a means to ‘norming the nonstandard’. Participation in sport by individuals with a disability, which has no connection with the therapeutic or rehabilitative value of sport, is considered inappropriate.

However, more recently research has taken the view of the social model of disability and has highlighted that, whilst exercise does have some curative benefits in the form of physiotherapy and hydrotherapy, sport and exercise have benefits to disabled people that do not have rehabilitative connections. The most obvious, although often ignored in the literature, is it’s implications for the general health of the disabled person. Research has shown that participation in sport and excise makes an important contribution to the general health and fitness of individuals with a disability (Depauw and Gavron, 1995; Rimmer1994; Shephard, 1990, Shephard, 1991). Studies have shown that fitness levels of disabled people are lower than their non-disabled peers and this is caused partly by sedentary lifestyles (Dunn and Sherill, 1996, Dunn and Fait, 1989). Cross-sectional evidence shows that active disabled people have fewer cardiac risk factors; obesity is less likely and cigarette smoking is less likely compared to their sedentary counterparts (Shephard, 1991). Furthermore, with physical activity, the disabled person’s perceived health will potentially increase due to mood changes as a result of exercise (Shephard, 1991).

6 Sport, however, has more than just physical benefits for disabled people. Indeed, sport and physical activity encompasses a broad spectrum, which will have different values and benefits for different disabled people. These range from competitive and structured events (e.g. wheelchair basketball, road racing) to informal and unstructured physical fitness contexts (e.g. exercising, weight lifting, swimming), and include both team and individual sports, as well as sports and recreational activities that are done informally with friends or alone (Taub et al 1999 Shephard (1991). The various benefits of these different activities for disabled people are considered below.

Psychological benefits of sport and exercise

In today’s culture that encourages perfection body-beautiful ideals, it is often assumed that those with disabilities suffer from psychological problems (Guthrie, 1999). However, many studies have found that engaging in physical activity enhances self-perception and self-confidence (Blinde&Mcclung 1997, DePauw 1996, Sherill, 1997). Huzler and Bar-Eli (1993) reviewed self-concept and self-esteem research and concluded that there were significant positive differences in the self-concept of disabled people before and after participation in sport and between those with a sedentary life style and those who participated in sport. Shephard (1991) identified some specific psychological benefits of sport for physically disabled people. These included an elevation of mood states, with relief of stress, tension, anxiety and depression and also an improvement of self image. Whilst inactive disabled people were shown to be prone to anxiety and depression, and poor self concept, those who undertook regular activity experienced reduced anxiety and depression, improved self concept and greater feelings of self confidence and self- efficacy.

Social inclusion through sport and exercise

A theme that continuously runs though all areas of research with people with a disability is the impact of inclusion and exclusion with non-disabled people. In research specifically concerned with sport and disability, there is debate over whether sport undertaken by those with disabilities should be separate from sport undertaken by people without disabilities or whether the two should be integrated.

In many of areas of their lives, disabled people are excluded. In a qualitative study on the experiences of young disabled people, Corker et al (1999) found that segregation from other children either in special schools or within mainstream schools could lead to the belief of staff that disabled children like to mix with other disabled children. Nevertheless, not being able to maintain friendships with non-disabled children was a complaint of some children. The research also identified that because many disabled children did not attend

7 their local school, they had few friends from home and in some instances, social contacts for the child were restricted to the company of parents or guardian. On one level, this kind of exclusion from the peer group can have a potentially negative effect upon sport participation; researchers have emphasised the importance of peers in influencing the value of sport for an individual (Scanlan, 1978, Iso-Ahola and Hatfield, 1986. Zoerking and Wilson,1995). Others have demonstrated that schools and the family make the least contribution to sport socialisation for all disability types (Williams 1994) and that parents can actually have a negative influence on disability sport socialisation (Nixon 1988, Wilson et al 1995).

However, sport participation itself, especially team games, has the potential to promote the social inclusion of disabled (young) people by creating new opportunities for disabled people to meet friends and develop social support networks (Shephard, 1991). It can therefore act as an agent to social inclusion, a place where young people can meet others of their own age, which is especially important for those young disabled people who spend a lot of time in adult company.

Empowerment through sport

Inclusion in both sport and exercise can provide the context within which young people exceed expectations associated with their disability through demonstrations of physical skills or fitness, so emphasising an alternative, more positive, picture of the body and the self and empowering disabled young people (Williams 1994). A quantitative study undertaken by Sherill et al (1986) that involved interviews with over 300 athletes with cerebral palsy or visual impairments showed that sport can help disabled people focus on their abilities rather than their disabilities and therefore give them a greater sense of empowerment.

A small qualitative study with ten disabled children by Hutzler et al (2000) investigated disabled children’s own perceptions of the inclusion process and its effects on their empowerment. This involved identifying supporting and limiting mechanisms to children’s inclusion and empowerment by asking children to score their reactions to different situations. It demonstrated that inclusion in PE lessons had a potentially positive impact on empowerment if the child was allowed to be independent and if he or she received praise from the PE teacher. However the treatment of the disabled children as dependent by adults and teachers and the stigma attached to disabled people had potentially negative effects.

8 Countering stigmatisation through sport and exercise

Participation of disabled people in sport has the capacity to resist many of the discriminatory attitudes found in other spheres of life (Williams, 1994; Shephard, 1991). Sport, especially success in competitive sport, can have a greater impact by demonstrating the potential of disabled people and therefore contribute to changing perceptions of disability (Shephard, 1991, Guthrie (1999). Sport and physical activity participation may also demonstrate that individuals with disabilities are more able and similar to their non-disabled peers that stereotypes suggest (Nixon, 1984).

Fenning et al (2000) undertook quantitative and qualitative research with 55 disabled (having either hearing, cognitive, emotional, mobility or visual disabilities) and non- disabled adolescents aged 14-18 who attended an integrated basketball clinic and tournament called the Sport for Mutual Admiration and Respect Among Teens (SMART Game). The major aim of the research was to study the effect that such an event would have as a means of helping adolescents with and without disabilities to understand and appreciate individual difference. The research found that both disabled and non-disabled participants perceived the sportsmanship behaviours of their peers in a very positive manner, although males rated cooperation of others more positively than females. In addition, individuals with and without disabilities had increased understanding about differences. References to understanding differences were the most frequent responses given when participants were asked what was learned at the SMART Games.

Gender and sport

Individual differences, namely sex will have important implications for sport participation. Much of the research that has been undertaken on sex, disability and sport has been in the form of empirical studies that treat sex as a variable (Kolkka et al 1997). These studies serve the purpose of demonstrating that, whilst people with disabilities participate less in sports compared to non-disabled individuals of the same sex, age group etc., differences are apparent between the participation of males and females. They do not, however, consider the different experiences of being a women or man with a disability and how this influences participation (Kolkka et al 1997, DePauw 1994 and Sherill, 1993).

Nevertheless, the different perceptions of the male and female body have important implications for sport participation (Dunn and Sherill, 1996; Blinde and McGAllister, 1999). Women with a disability experience the ‘double disadvantage’ of being a women and having a disability; the female and disabled body are both perceived as weak, inferior and lacking physical competency. Moreover, this perception contradicts the social construction

9 of sport and physical fitness activity that accentuates virtues such as strength, aggression, independence and physical competency (DePauw, 1997; Blinde and McCallister,1999; Hall, 1996; Messner, 1988, Kolkka et al, 1997). In contrast with the female body, the male body represents strength and independence and therefore conflicts with the social construction of the disabled as weak and passive. The disabled male body is therefore perceived as being more compatible with sport than the disabled female body (Blinde and McCallister,1999; Kokka and Williams, 1997).

More recently, research has begun to take into account the dynamics of the contradictions of sex, disability and sport. It presupposes that women are less likely than men to participate in sport and instead carries out in depth, biographical, studies of men’s and women’s experiences and attitudes to sport. By concentrating on sex, these studies are in danger of oversimplifying the different experiences of disabled women in relation to sport. Nevertheless, they are important in the sense that they highlight the specific psychological, empowering and stigma management benefits for both disabled men and women.

The research with women demonstrates the specific social and psychological benefits that sport can have for women. Women continually emphasise the social reasons (importance of sport as a means for meeting people) and psychological reasons (to release stress and feel good about myself, to increase confidence) for undertaking sport (Blinde and McCallister, 1999). However, much of the research has placed the most emphasis on the potential that sport has as a means to tackle the perception of the disabled female though personal and collective affirmation of the empowered self (Blinde et al ,1999 Gurthrie, 1999). It has also demonstrated that some disabled women consciously use physical activity as a form of political activism and therefore view sport as a means through which societal notions of the body, abilities, and physical performance could be effectively challenged (Guthrie, 1999).

The disabled women in these studies have also shown an awareness of the difference placed on the value of sport by men and women; considering sport to be a domain where men with disabilities can accentuate their masculinity and enhance their male identity (Blinde and McCallister, 1999), Studies on the male experience of sport have indeed demonstrated the importance of sport for men for challenging societal perception of the disabled body, but also in asserting claims of masculinity. In an in-depth study undertaken with only with men (Taub et al, 1999), the men believed sport helped them exceed expectations associated with their disability first by facilitating physical competence, and second by enhancing bodily appearance. Whereas women focused on maintaining their bodies, men were more focused on competition and the public presentation of their bodies (Taub et al, 1999; Zoerink and Wilson, 1995).

10

In summary, the existing literature on sport and disability demonstrates the range of benefits of sport participation for disabled people, including health related benefits, its role for individual disability management, as well as the impact that it can have on society as a whole. While these findings on the potential role of sport in the lives of young people with disabilities are important, they are nonetheless limited in many important respects. First, much of the work has tended to be conducted outside the UK (e.g. USA) and as such takes little account of this country’s unique history of, and infrastructure for, participating in sport. Second, work has tended to concentrate on participation at adult or even elite levels of competition. Indeed, the perspectives of children, particularly children and young people with disabilities, are rarely sought in research, including that pertaining to sport.

Involving disabled children in research

Children’s views have long been ignored in research and policy since we do not have “a culture of listening to children” (Lansdown, 1995; Beresford, 1997). This is connected, in part, to the subordinate position of children in society (Grieg et al, 1999:145). Policy developments, such as the forthcoming National Service Framework for Children, clearly require research that engages directly with children who are disabled or ill, so that services and professionals respond more sensitively to their needs (Beresford et al, 1996). However, disabled and ill children remain a highly neglected group in research.

In the past, research has often been restricted to obtaining children’s views by proxy. This involves asking adults, rather than children themselves, about their views (Grieg et al, 1999:149). This stance was taken partly because it is recognised that research carries risks, which are potentially exacerbated with the involvement of children. Research will inevitably have different psychological effects on children depending on their developmental age, background, personality etc (Taylor, 2000). In this respect, disabled children may potentially be more vulnerable to research.

In addition, children have generally been considered to be unreliable research subjects. They are viewed as lacking the ‘wisdom’ that comes from experience and therefore as ‘not rational or capable of making reasoned and informed decisions’ (Franklin, 1995 in Mitchell and Sloper, in press). In this sense, the ‘competence’ of disabled children, and especially those with learning disabilities, is viewed as an even more problematical issue.

Nevertheless, studies have demonstrated that it is often inappropriate to use parents, relatives, or professionals as proxy informants. Research that has consulted adults as well children has found consistent differences in the two groups’ accounts. For example, parents have been shown to be more negative or pessimistic that their children when

11 reporting their child’s adjustment to chronic illness (Billings et al, 1987; Ennett et al, 1991). The different results demonstrate that adults experience the same situation or event differently from the child and therefore cannot be regarded as capable of assuming the child’s perspective. Therefore ‘wrong’ decisions can be made from research that does not involve asking the opinions of children about issues which will affect their lives (Beresford, 1997).

In light of this, recently there has been a growing commitment to understand how disabled children perceive the services they receive. As a result there has been much emphasis on developing research methods which encourage and facilitate opportunities for disabled children and young people to express their ideas and feelings (Mitchell and Sloper, in press), rather than to rely on information collected from proxies. Much of the research that has been carried out with children in recent years, especially with disabled and ill children, has therefore been qualitative in nature. This enables the experiences of children with communication or learning difficulties to be more fully understood. Indeed, the techniques used in quantitative methods of research themselves often deny access to many (young) disabled people.

The requirement of the 2000 survey on young disabled people and sport was to collect quantitative data on young disabled people’s participation in sport that could be compared with the results of the 1999 survey of all young people. A qualitative approach was not appropriate for this aim but it was intended to ask children and young people about their experiences of sport participation. Upholding this view, a self-completion survey was sent to the disabled child themselves with the hope that they would provide the information and if possible complete the questionnaire themselves. It was also recognised, however, that it would not be possible for some severely disabled children to fill in the survey alone and in some cases to take part. If this situation arose, it was decided that the questionnaires could be filled in and/or answered by proxies, despite recognition that the answers obtained from these respondents would not totally represent the views of the young people themselves. Only a minority, 14 per cent, completed the questionnaire without help. We cannot therefore claim that this report fully represents the views and experiences of disabled children and young people.

The need for research on participation in sport by young people with disabilities is not only driven by growing awareness of our lack of research knowledge, but also by political and policy pressure to ensure that exercise opportunities are open to all. The terms of the Part III of the Disability Discrimination Act (1995), which relate to the provision of goods, facilities and services, make it unlawful to treat disabled people less favourably for reasons related to their disability, and place a duty on service providers to make ‘reasonable adjustments’ for disabled people, such as providing extra help to enable someone to use a service. These parts of the Act are already in force, the former being

12 implemented in 1996 and the latter in 1999. However, the terms of the Act relating to adjustments to physical features of premises to overcome barriers to access do not come into force until 2004. The Act covers provision of services to the public, including sport and leisure services, but not private clubs which do not provide services to the public. It has considerable implications for disabled young people’s use of sport and leisure services and should help to promote their inclusion in community-based sporting activities.

In addition, in the white paper ‘A Sporting Future for All’ (2000), the government recognises that physical education and sport are a fundamental part of the education of all young people, including those with disabilities. Sport is identified as having a unique contribution to tackling social exclusion, while providing wider benefits in relation to health (also recognised in “Saving Lives: Our Healthier Nation” (1999)) education and crime prevention. The paper also acknowledges, however, that if disabled people are to be integrated within sporting communities, then structures and systems need to be developed which enable access to facilities (as outlined in the draft Special Education Needs and Disability Rights in Education Bill), as well as appropriate trainers and role models who represent all people living in our society. Finally, “Quality Protects” (a Department of Health initiative to improve children's services which began in 1998 and is ongoing) states one of its objectives for disabled children is “To increase the number of disabled children who use inclusive play and leisure services, including holiday play schemes, after school clubs and pre-school provision with appropriate support if necessary”. The young people survey on disability and sport is useful for establishing the current situation regarding disabled children's use of inclusive sport facilities, while also providing data against which to measure further progress resulting from implementation of initiatives such as Quality Protects.

In brief, there has to date been little research on the nature, extent or frequency of participation in sport and exercise by young people with disabilities in the UK, despite growing recognition of the need for evidence on which to base future policy and action. To address the information gap, Sport England commissioned the Centre for Leisure Research (CLR) at the University of Edinburgh (August 1998) to examine the feasibility of undertaking a national survey of sports participation for disabled people. The overall aim of the study was to assess the feasibility of providing a variety of robust statistical data on the levels and patterns of sports participation among people with a long term illness or disability and the factors that impact on their opportunities to take part in sport and recreation.

The research brief for the CLR feasibility study specified that the data to be collected should be quantitative and cover all ages up to 65. In their final report CLR proposed that

13 two national studies of sport and disability could be undertaken, one of adults and one of children and young people. The survey on children and young disabled people was, in part, designed to replicate a survey carried out with a random sample of young people aged six to 16 years selected through the school system in 1999 (Young People, a survey of leisure, sport and health). This in itself was a repeat of an earlier study carried out by the Office of Population Census and Surveys in 1994. The replication of these school based studies was designed to allow comparison between the disabled young people and those without disabilities.

The Social Policy Research Unit (SPRU) at the University of York was commissioned to design the sample and carry out the analysis. The Family Fund Trust was recommended by the CLR as the best available vehicle for contacting a large sample of children and young people with a wide variety of disabilities (see appendix 6 for a discussion of the advantages and disadvantages of using the FFT in survey research). This report sets out findings from the survey of disabled young people and compares these with findings from Young People, a survey of leisure, sport and health.

The specific research objectives of the 2000 survey on young people, disability and sport were to:

• identify, across a range of sports, current levels of participation by young people with a disability;

• explore barriers to participation among young people with a disability;

• compare baseline participation rates and key issues identified in both the Disability Survey 2000 and the Young People & Sport National Survey 1999;

• produce policy and practice recommendations on future action to increase participation in sport by young people with a disability.

1.3 Acknowledgements

We wish to thank all those young people, their parents, friends, relatives and carers who took part in this survey, without whom this report would not have been possible.

14 1.4 Analysis

The response rate achieved from the sample, just below 50 per cent, was less than had been anticipated. Nevertheless the final sample size of 2,293 used in the analysis was equivalent to the 1999 school based survey and was large enough for robust analysis. The analysed sample includes only those children and young people who attended school and those reporting a limiting disability or illness according to the HUI index. A full discussion of the sampling and response is provided in appendices 1 and 4.

The data, in most cases, has been analysed according to sex, age and type of disability. The categories of types of disability used for the analysis are vision, hearing, speech , mobility (a multiple variable that includes both ambulation and dexterity), cognition, self- care, emotion, and pain. A full explanation of these variables and why they were chosen can be found in Appendix 7.

Throughout the survey comparisons are made with the findings from the 1999 Young People and Sport in England survey. This analysed the data according to curriculum years 2-6, within primary schools, and curriculum years 7-11 in secondary schools. Nevertheless, using the school year variable in the analysis of the Survey of Young Disabled People would have been misleading. First, young disabled people are often not in the expected year for their age and secondly many special needs schools are not divided into the same school years as mainstream schools. Therefore, to compare the school year of disabled young people with those of young people in general does not compare like with like. Also, for the above reasons, it proved difficult for disabled young people to stipulate a school year: there are 203 missing cases for this variable. For the purpose of our analysis, the comparison was undertaken by grouping the age variable in the disability survey so that it reflects the ages of general primary and secondary school year groups used in the young people’s survey. Therefore, ages 6-10 are representative of years 2-6 within primary schools and ages 11-16 are representative of curriculum years 7-11 in secondary schools. Whilst there is some overlap between these broad age groups and the primary and secondary school year groups, it would be misleading to categorise the age variable into smaller groups for the purpose of comparison, since these would not be representative of school year groups.

Table 1.1 shows the profile of the young people participating in the survey.

15 Table 1.1: Profile of participating young people, by age and gender

N % Sex Male 1121 49 Female 1140 50 Not stated 32 1

Age 6 47 2 7 163 7 8 198 9 9 222 10 10 205 9 11 214 9 12 206 9 13 202 9 14 195 9 15 213 9 16 420 18 Not stated 8 *

Base: All young people 2293 100

Table 1.2 shows the type of limiting disability or severe illness that the young people have according to the HUI scale used in the questionnaire. Thirty-four percent had a severe cognitive disability; 27% a severe disability relating to ambulation; 21% a severe disability relating to dexterity and 39% had severe disabilities in performing self-care activities, whilst the majority had no disabling condition relating to vision, hearing and dexterity.

In addition to the severity of certain types of disabilities, the number of disabilities that a young person has can also have a significant effect upon his or her life. A variable was created that counted the number of disabilities experienced. Since the HUI index includes two questions on the young person’s experience of pain and emotion, only one question was chosen for each. The disabilities included in the multiple disability variable were: vision, hearing, speech, ambulation, dexterity, cognition, emotion (question 19), self care and pain (question 20). The maximum number of different disabilities that could possible be experienced by one person was therefore nine.

• 36% suffered from 3-4 disabilities and 30% from 5-6.

• Only 6% had one disability.

Young people were also asked to rate their usual health.

• 51% rated their usual health as very good or excellent

• Only 9% rated their usual health as poor.

16 Table 1.2: Disability or severe illness according to the HUI Scale

N % Vision None 1458 64 Mild or moderate 627 27 Severe 123 5 Not stated 85 4 Hearing None 1934 84 Mild or moderate 172 8 Severe 121 5 Not stated 66 3 Speech None 841 37 Mild or moderate 1076 47 Severe 260 11 Not stated 116 5 Sensation1 None 533 23 Mild or moderate 1255 54 Severe 332 15 Not stated 173 8 Ambulation None 1174 51 Mild or moderate 429 19 Severe 608 27 Not stated 82 2 Dexterity None 1487 65 Mild or moderate 277 12 Severe 486 21 Not stated 43 2 Mobility2 None 1172 51 Mild or moderate 614 27 Severe 403 18 Not stated 104 5 Cognition None 439 29 Mild or moderate 961 42 Severe 785 34 Not stated 108 5 Emotion (question 12) None 1287 56 Mild or moderate 896 39 Severe 42 2 Not stated 68 3

Emotion (question 19) None 964 42 Mild or moderate 1141 50 Severe 128 6 Not stated 60 3 Self care None 920 40 Mild or moderate 445 19 Severe 894 39 Not stated 34 2

1 Sensation includes vision, hearing and speech 2 Mobility includes ambulation and dexterity

17

Pain (question 13) None 1082 47 Mild or moderate 881 38 Severe 258 11 Not stated 72 3

Pain (question 20) None 1082 47 Mild or moderate 881 38 Severe 258 11 Not stated 72 3

Multiple Disability3 1 Disability 143 6 2 Disabilities 307 13 3-4 Disabilities 822 36 5-6 Disabilities 692 30 7-9 Disabilities 305 13 Not stated 24 1

Self Health Rating Excellent 283 12 Very good 894 39 Poor 210 9 Good 508 22 Fair 361 16 Not stated 37 2

Base: All Young people 2293 100

A more detailed breakdown of the composition of the achieved sample can be found in appendix 5, including the types of conditions that the young people had according to The Family Fund Trust’s principal disabling condition classification. Appendix 1 and 2 includes full details of the survey design and methodology.

1.5 Weighting

Equal numbers of boys and girls were sampled within each of four age groups 6 to 8, 9 to11, 12 to 14 and 15 to 16 (25% of the whole sample in each group). However, a lower response was achieved for the 6-8 year olds and a higher response rate for all other age groups. Nevertheless, it was decided not to weight the sample.

This was partly because the achieved sample for most of the ages does not vary significantly from the weighted sample achieved in the survey for all young people undertaken in 1999, with which we are comparing this survey. Whilst the proportions of those aged 16 do differ significantly, for whom a much larger sample was achieved, this can be explained by the fact that the 1999 survey of all young people weighted the proportions of children and young people in each age group to reflect the profile of the

3 The disabilities included in the multiple disability variable were: vision, hearing, speech, ambulation, dexterity, cognition, emotion (question 19), self care and pain (question 13).

18 school population by primary and secondary education in England. The difference between the sixteen years olds in the two samples can therefore partly be explained by the fact that the survey of all young people represents the school population. Indeed, there are always going to be higher proportions of young disabled people still at school at the age of 16 compared to the general population of young people since nearly all young disabled people stay on in school until they are 19, whereas a significant proportion of the general population of young people leave school at 16.

In other words, the profile of young disabled people at school does not reflect that of the general population and therefore it would be unrepresentative to weight our sample to reflect the general school population. Our achieved sample generally reflects what we know about the disabled school population and this was felt to be a strong argument for not weighting the data.

1.6 Presentation and interpretation of the data

Throughout the report, an asterisk (*) denotes any value less than one half of a percent but more than zero, and a hyphen (-) represents zero. Where percentages do not sum up to 100 per cent, this may be due to computer rounding or multiple answers or the exclusion of do not know or not-stated categories. The ‘not stated’ categories for all the characteristics in Tables 1.1 and 1.2 are treated as missing data in the main body of the report.

When interpreting the data, it is important to remember that the results are based on a sample of the population and not on the entire population.

1.7 Finding your way around the report

The report begins with a summary of the key findings to emerge from the research and their implications. A discussion of the main findings follows and is divided into thematic sections.

An overview of participation in sport over the past year, either in or out of school is presented in chapter 4.

Chapter 5 focuses on sporting activities within school lesson time, examining the level of pupil participation and the types of sports in which young disabled people take part and investigating how these vary with age, sex, school type, number of disabilities and type of disability. The amount of time spent on PE within school is also assessed within this chapter.

19 Chapter 6 focuses on sporting activities out of school lesson time, examining the level of pupil participation, and the types of sports in which young disabled people take part out of school lesson time, and investigating how these vary with age, sex, school type, number of disabilities and type of disability.

Chapter 7 looks at where sport was taken part in out of school lessons. This includes participation in extra curricular sport, which is considered to be sport that young people take part in that is outside normal school lessons but organised by the school. It also investigates involvement with formal sports clubs and other clubs in which sport is undertaken.

Chapter 8 compares sport undertaken in school lessons with that undertaken out of school. Both a comparison of the numbers of sports undertaken and also the individual sports participated in are investigated.

Chapter 9 places sport out of school lessons in context with other leisure time activities

Chapter 10 investigates the motivators for involvement in sport including enjoyment, health and fitness, competitiveness, family influences, and the social aspect.

The final chapter looks at barriers to participation in sport faced by young people with a disability, including lack of facilities, money, transport, dependence on others and discrimination.

The appendices contain a detailed discussion of response rates, sample design and methodology along with a profile the young disabled people who participated in the research. Appendix 6 provides a critique of the Family Fund Trust database as a sampling frame and appendix 7, a description and critique of the HUI system as a method of classifying disability. A guide to the terms used in the report and copies of the questionnaires are also appended. It is recommended that readers refer to these before looking at the survey results.

20 Chapter 2 Key findings

The majority of young disabled people participated in some form of sport and exercise at least once in the last year

• Ninety five percent of young disabled people have participated in at least one sport or exercise activity in or out of school at least once in the last year – 90% in lessons, 85% out-of-lessons (See Chapters 4, 5 and 6).

However, young disabled people were less likely to participate in sport than all young people, especially on a frequent basis

• Overall, 95% of young disabled people compared to 99% of all young people had participated in sport at least once in or out of school in the last year.

• To provide a measure of young disabled people’s focused participation in any individual activity, the survey examined frequent – on at least 10 occasions - involvement in sport in the last year. 75% of young disabled people compared to 94% of all young people had participated in sport in or out of school at least 10 times (see chapter 4).

Young disabled people were more likely to participate in sport on a frequent basis in school lessons, than out of school

• Sixty four percent of young disabled people had undertaken sport frequently in school whilst only 56% had undertaken sport out of school (See Chapters 5 and 6). However, this pattern is the reverse of that for the overall population of young people - 83% of all young people had undertaken sport frequently in school and 87% out of school.

The number of sports young disabled people had participated in at least once was nearly half that of all young people

• The average number of sports participated in at least once by young disabled people either in lessons or outside school in the last year was 7.9, compared to 14.4 by all young people. The older age group (11-16 years old) had participated in more sports on average than the younger age group (6-10 years old) (See Chapter 4).

21 The number of sports undertaken out of school was lower than the number undertaken in school

• In school lessons, young disabled people had undertaken on average 5.7 sports at least once compared to 4.7 out of school. However, the reverse pattern was observed for the overall population of young people - a higher number of sports was undertaken out of school than in school lessons by all young people.

The number of sports undertaken out of school by young disabled people was much lower than the number undertaken out of school by all young people

• The number of sports undertaken by young disabled people in school at least once (6) was lower than for all young people (8). Out of school, the difference was greater. Young disabled people (5) had undertaken half the number of sports undertaken by all young people (10).

• The average number of sports undertaken frequently by young disabled people was 2, both in school and out of school, compared to 4 undertaken by all young people.

Boys were more likely than girls to have undertaken sport at least once out of school

• As they are subject to the same curriculum, the basic participation rates and the average numbers of in lesson activities were similar for boys and girls. However, out of school, girls were less likely than boys to have undertaken sport at least once. In terms of the average number of sports undertaken, in the younger age group, boys had undertaken more sports than girls, whilst in the older age group girls and undertaken more sports than boys.

In school lessons, younger children were more likely than older children to have undertaken sport at least once, but they had participated in fewer types of sports compared to older children.

• In school lessons, younger children were more likely to have taken part in one or more sports at least once than older children. Arguably, playing a range of sport is the most crucial in the youngest age groups in order that appropriate skills and a positive attitude to sport are developed as early as possible. The younger age group had, however, done fewer sports (5) on average, compared with those in the older age group (6). Out of school there was less difference between the two age groups.

22 Young disabled people with a hearing disability were the most likely to have undertaken sport both in and out of school, whilst those with a mobility disability, the least likely

• In school, 7% of young disabled people with a hearing disability had not undertaken sport at least once in the last year compared to 13% of those with a mobility disability. Out of school, 11% of those with a hearing disability compared to 19% of those with a mobility disability had not undertaken sport at least once. Those with a hearing disability had also undertaken the highest number of sports both in school lessons and out, and those with a mobility disability, the lowest.

Young disabled people in a special school were more likely than those in a mainstream school to take part in sport.

• Young disabled people in special school were more likely to participate in sport than those in mainstream schools, both at least once (93% vs. 89%) and frequently (69% vs 59%). However, there was no difference between the average number of sports undertaken in special schools compared to mainstream schools, both at least once (both 6) and frequently (both 2).

Overall, the most common activity was swimming

• The top five sports that young disabled people participated in at least once, in or out of school were swimming, other games skills, gym, football and athletics/cross country running (See Chapter 4).

• Looking at the top five sports undertaken frequently in or out of school, swimming (52%) was the only sport undertaken by more than half of young disabled people

Swimming was the most common activity in school and out of school, but there were differences in the other top five sports

• The top five sports undertaken in school were swimming, other games skills, gym, football and athletics. However, out of school, the top five sports were swimming, football, other games skills, cycling and walking.

Young disabled people were less likely than their non-disabled counterparts to have undertaken each individual sport, with few exceptions.

• Young disabled people were less likely to have undertaken each individual sport at least once and frequently in school or out of school, with the exception of horse

23 riding which they were more likely to have undertaken at least once (23% vs 19%) and just as likely to have undertaken frequently (9% vs 8%) (see chapter 4).

However, the pattern in individual sport participation between young disabled people and all young people was different in school and out of school.

• Young disabled people were less likely to have undertaken all sports at least once and frequently both in school and out of school. However, in school, there were some noticeable exceptions. A higher proportion of young disabled people than all young people had undertaken swimming and horse riding both at least once and frequently and skittles/tenpin bowling at least once. Out of school, however, young disabled people were less likely than (or as likely as) all young people to have taken part in each individual sport (see chapters 5 and 6).

There were some differences in individual sport participation in or out of school between sexes and age groups.

• Looking at the sports played in or out of school, there was only one difference in the top five sports undertaken by boys and girls at least once and frequently. Football was the second most popular sport for boys, both at least once and frequently. Instead of football, rounders featured in the top five sports undertaken at least once by girls in or out of school and aerobics featured in the top five sports undertaken frequently (see chapter 4).

• The top five sports undertaken both at least once and frequently in or out of school were the same for the younger and older age group. Nevertheless, they were ranked differently and there were some significant differences in participation rates. Younger children were more likely than older children to have undertaken swimming (83% vs 78%), other games skills (71% vs 48%) and gym (56% vs 46%) in or out of school but slightly less likely to have undertaken football (47% vs 50%) (see chapter 4).

Generally, those with a hearing disability were the most likely to have undertaken each sport and those with a mobility disability and/or those with a self-care related disability, the least likely

• In school lessons, those with a hearing disability were the most likely to have undertaken each sport and those with a mobility disability and/or those with a self- care related disability were the least likely. This pattern was reversed for horse riding and swimming. However, out of school, without exception, those with a hearing disability were the most (or one of the most) likely to have undertaken each

24 type of sports and those with a mobility disability and/or those with a self-care related disability were the least (or one of the least) likely (see chapters 5 and 6).

Disabled children in special schools were consistently more likely to undertake swimming and ‘other games skills’ than those in mainstream schools

• In special schools, 69% of young disabled people had undertaken swimming at least once compared to 42% of those in mainstream schools and 48% compared to 24% had undertaken this sport frequently. In addition, 53% of those in special schools had undertaken ‘other games skills’ at least once compared to 50% in mainstream schools and 27% compared to 22% had undertaken this sport frequently. It is difficult to ascertain, however, how much hydrotherapy and physiotherapy are undertaken in special schools, which could have been counted as swimming and ‘other games skills’ by young people (see chapter 5).

There are distinct differences in the sports in which young disabled people participate in school and in their own time . . .

• For the majority of sports, frequent participation rates were higher in school lessons than out of school. However, frequent participation rates were higher out of school than in school for cycling and walking in particular. The proportion of young disabled people who cycle in their free time exceeded that in school lessons (16% vs. 5%), as with the proportion for walking (12% vs 5%). There were also small increases for football, tenpin bowling and skating (See chapter 8).

• There were similarities between the types of sports done in lessons and those done out of lessons for those aged 6-10, for both boys and girls. For the older age group, there were more similarities between the top ten sports undertaken in school compared to those done out of school for boys than for girls (See chapter 8).

Time spent on PE in school was low for disabled young people in both age groups compared to all young people.

• The 1999 report of all young people highlighted the decrease in time spent in lessons involving PE, games, swimming, dance or sport, particularly by primary school children. However the picture was even more worrying for young disabled people (See chapter 5).

• The proportion of young disabled people spending two or more hours in PE lessons was significantly lower than all young people. Primary school aged children were just as likely to spend two or more hours in PE lessons a week, but only half as

25 many secondary school age children spent two or more hours a week in PE compared to all secondary school children.

• In addition, young disabled people aged 6-10 took part in PE on fewer in a week compared to all primary school children. 6% had not undertaken PE on any days of the week.

The low participation rate in PE is not due to a lack of enthusiasm…

• Whilst the proportion was lower than for all young people, 75% of young disabled people enjoyed participating in sport in PE lessons. However, only 3 in 10 young disabled people said they enjoyed all sports that they had undertaken in school lessons compared to 4 in 10 of the general population of young people.

• Girls, older children and those with a mobility disability were the least likely to say that they enjoyed PE lessons in school. Consistent with this, the same groups were the least likely to enjoy all sports undertaken in school. Also, those in a special school were more likely than those in a mainstream school to say that they enjoyed all sports in lessons (See chapter 10).

• The five sports which young disabled people enjoyed the most in school were swimming, football, gym, rounders and ‘other games skills’. With the exception of rounders, all these sports also featured in the top five sports undertaken in school (See chapter 10).

• Football was participated in school by boys more than by girls. Accordingly, this sport got a higher net enjoyment score for boys in both age groups than it did for girls. In the older age group, a higher proportion of girls than boys had undertaken rounders, dance and aerobics. Whilst rounders got a significantly higher enjoyment score for girls than for boys, dance was not that much higher for girls and boys and there was no significant difference for aerobics (See chapter 10).

The time young disabled people had spent on sport out of school was also much lower than the overall population of young people

• In terms of time spent on out of school sport, only 18% had spent 5 hours a week or more on sport compared to 47% of all young people. Boys (22%) were more likely than girls (14%) to have spent 5 or more hours on sport out of school. Younger children (20%) compared to older children (17%) and those with a hearing disability (25%) compared to those with other disabilities were also more likely to have spent 5 or more hours on sport out of school (See chapter 6).

26 • Young disabled people were more likely to have taken part in sport out of school lessons during holidays or half terms than at other times. However, participation in sport in the summer holidays was low compared to all young people. 10% compared to 29% of all young people spent 15 or more hours a week on sports and exercise during the summer holidays The younger age group, boys and those with a hearing disability had spent the most time on sport in the summer holidays .

Participation by young disabled people in sporting activities arranged by the school (extra curricular sport) and sports club membership were also both significantly lower than for all young people

• Only 14% of young disabled people, compared to 45% of all young people had undertaken extra-curricular activities and 12% compared to 46% had taken part in sport in a sports club (See Chapter 7).

• A wide range of sports was done as extra-curricular activities and in sports clubs. However, no sport was mentioned by more than 4% of disabled young people. Football and swimming, mentioned by 4% in both contexts, were the most common sports.

• The number of days on which young people took part in activities organised by the school was low. Only 5% had taken part in extra curricular sporting activities for two or more days a week, compared with 20% for all young people (See Chapter 7).

• The proportion visiting clubs not organised by the school (31%), where they did sport or exercise, such as the guides or scouts, was lower than all young people (49%) (See Chapter 7).

• Boys were more likely than girls to take part in out of school sports clubs but girls were more likely to attend youth clubs and other organisations. There was no difference between the sexes in terms of extra-curricular sport participation. Older children were twice as likely as younger children to take part in extra curricular activities. They were also more likely to attend sports clubs and youth clubs or similar organisations.

• Consistent with participation out of school, those with a hearing disability were most likely to have undertaken sport in all contexts, whilst those with a mobility disability and those with a self-care related disability were the least likely (See Chapter 8).

27 Young disabled people were more likely than all young people to have gone on an outdoors activities holiday arranged by the school

• The most popular trip arranged by the school for both young disabled people and all young people was an outdoors activities holiday, but young disabled people were more likely to have gone on this kind of trip than young people overall (See Chapter 7).

Despite the general low participation by young disabled people, sport was one of the most popular leisure time pursuits

• On average, young disabled people spent more time participating in sports or exercise than they did most other activities, with the exception of watching television, which they spent more time doing, and playing computer games, which they spent just as much time doing.

However, in general, young disabled people tended to spend a lower proportion of their time than the overall population of young people doing sport or exercise in their leisure time.

• Young disabled people spent, on average, only 3.4 hours a week undertaking sport compared to all young people who spent, on average, 7.5 hours a week on sport.

• Furthermore, over half of young disabled people preferred to do other things than sport or leisure. In line with the pattern observed in the 1999 survey of all young people, older children and girls were more likely to prefer to do other things than sport in their free time (See chapter 9).

The basic participation rates and the type of sports which young disabled people participate in during their own time is influenced by what sports they find enjoyable but also by the availability of facilities and the barriers faced in undertaking sport

A number of factors motivated young people to participate in sport . . .

• Boys, younger children and those with a hearing disability had more confidence in their ability to do sport than girls, older children and young people with other types of disability, especially those with a mobility disability and those with a self care related disability. They were more inclined to say that they are better at PE & Games than most other school subjects, and that they are ‘good at sport and

28 exercise’. Boys and those with a hearing disability were also more likely to say that they are ‘a sporty type of person’ (See Chapter 10).

• In addition, boys, younger children and those with a hearing disability were more competitive than girls, older children and other disability types, especially those with a mobility disability and those with a self care related disability. They were also more likely to regard sport as a social activity, to see it as a way of being with their friends and more likely to say that their families encourage them to participate in sport and exercise.

• The majority of young people recognised the importance of keeping fit. Boys and younger children were less likely to recognise that it is important to keep fit than girls and older children. Girls were less likely to say they feel fit and healthy during exercise (See Chapter 11).

• Sixty two per cent minded being left out because of their disability, a proportion that was high for young disabled people aged 6-11 and those with a hearing disability. The higher proportion of young people who gave an answer to this question suggests that the majority of disabled young people had experienced being left out of sport as a result of their disability.

• Only 36% of young disabled people compared to 70% of all young people named a sporting figure that they particularly admired or looked up to; David Beckham and Michael Owen being the most popular for both groups. Disabled girls were less likely to have a sporting hero than disabled boys. Indeed, no women were named in the top five sporting personalities (See Chapter 11).

Lack of motivation to undertake sport does not adequately explain why certain groups of young disabled people were less likely than others to take part in sport

• Only 10% of all young disabled people gave lack of motivation or desire to do sport as one of the reasons or the main reason that prevented them undertaking sport in the last year. Whilst girls were less likely than boys to take part in sport, they were no more likely to lack motivation towards sports participation. However, older children, who were also less likely to undertake sport, were twice as likely as younger children to say that they had not got round to doing sport due to laziness.

• Analysis by disability type demonstrates that lack of motivation or lack of desire to participate in sport was conversely related to participation in sport. Furthermore,

29 there was a negative association between degree of disability and lack of motivation/desire to undertake sport.

• Therefore, motivation cannot explain why girls and those with a mobility disability were less likely than boys and those with other disabilities to take part and enjoy sport. It can only go part of the way to explain why older children were less likely to take part and enjoy sport.

Other barriers to sport participation therefore exist for young disabled people.

• The most common barriers to sport participation were lack of money, the child’s health and the unsuitability of local sports facilities for young people with a disability (all 37%). The high proportions reporting the child’s health as a barrier could be an indirect indication that sport facilities are not making sport accessible to young people with a disability. A child or parent might assume that it is the disability that is the problem rather than society’s failure to adapt facilities to the needs of the child.

• Relatively high proportions of young disabled people cited lack of disabled facilities or lack of suitable facilities for the young person’s disability. This demonstrates that there are large gaps in sports provision for young people with a disability. Higher proportions of younger children and boys experienced gaps in sports provision.

• Girls were more likely than boys to cite bad weather (15% vs 9%) as one of the reasons for not undertaking sport, and embarrassment or inhibition (7% vs 4%) as a main reason for not undertaking sport.

• Older children were more likely than younger children to cite that they have no one to go with (29% vs 19%). Older children are perhaps more likely than younger children to look to their peer group to play sports with. This suggests that older disabled children may have found it difficult to socialise and were perhaps less easily accepted in sporting activities by their non-disabled peers than younger children.

• Analysis by disability type produced some explanations for why young people with hearing disabilities were the most likely to participate in sport, whilst those with a mobility disability and those with a self-care related disability were the least likely.

• Those with a self-care related disability and those with a mobility disability were most likely to cite their disability, or gaps in disabled sports provision as reasons for not participating in sport, whilst those with a hearing disability were more likely to

30 cite reasons that were less orientated around their disability, such as bad weather or lack of time. Therefore, low participation in sport by young disable people could, to some extent, be attributed to a lack of facilities suitably adapted to the needs of particular groups of disabled young people, namely those with a mobility disabled and self-care related disability.

31 Chapter 3 Implications

The majority of disabled young people participate in sport both in and out of school. Clearly disability per se is not a barrier to taking part in sport. Moreover, the majority of disabled young people regard sport as an important and enjoyable activity and the vast majority have the desire and motivation to take part in sporting activities.

However, both the overall rate of participation and the frequency with which disabled young people take part in sport is lower than for young people in general. This is the case in all contexts and in all sports. However, there are some exceptions.

• Participation in both swimming and horse riding in school lessons was higher than participation for the overall population of young people.

• Young disabled people were more likely than young people overall to have gone on an outdoors activities holiday organised by the school.

Participation is unacceptably low in all other sports and contexts, both in school and out of school, vis-à-vis the general population of young people. Since the vast majority of young disabled people are motivated towards sport participation, it is likely that they experience certain barriers towards participation that are not experienced by their non- disabled counterparts.

Within schools, the time spent in PE lessons is much lower than for all young people, especially for older children. However, the low participation in PE is not due to a lack of enthusiasm by the children themselves, which suggests that either young disabled people are not being encouraged to take part in sport or that the time set aside for PE lessons in school is less than for the general population.

Young people in special schools were more likely to participate in sport than those in mainstream schools. The 1999 survey of young people, however, showed that young people in mainstream schools were participating in sport in school lessons. This suggests that disabled children in mainstream schools are being excluded from some of the sports activities that are undertaken by their non-disabled peers.

The low proportion of young disabled people taking part in extra curricular activities and out of school sport exacerbates the issue of low sporting participation. Also, young disabled people are undertaking a lower number of sports out of school than in. However, a higher proportion of the overall population of young people are undertaking sport out of

32 school than in school. They are also undertaking a wider range of sports out of school compared to in school. This again implies that young disabled people are facing specific barriers that prevent them from undertaking sport out of school.

Young disabled young people are not a homogenous group; different types of young disabled people have different experiences of sport participation. The intersection of sex, age and disability will have important implications for any action aimed at increasing the sporting participation of young disabled people.

The two sexes have different experiences of and face different barriers to sports participation. Boys with a disability are generally more likely to take part in and enjoy sport than girls. Girls, however, are no less motivated towards sport participation than boys, but they are more likely to be put off by particular aspects of sport such as being kicked or having to play sport in bad weather. Whilst boys have more confidence in their ability at sport and are more competitive, girls find that embarrassment or inhibition deter them from participating in sport. Boys are also less likely to recognise that it is important to keep fit and instead see sport more as a social activity to be with friends.

Age is also an important factor. Younger children are more likely to take part in sport, and enjoy undertaking it, both in PE lessons and in their leisure time than older children. Younger children are also more competitive, regard sport as a social activity and are more likely to be encouraged by their family and friends. Older children, however, were found to have lower motivation for sports participation.

The pattern of girls and older children having low sporting participation and being less inclined towards sport for the various reasons reported above mirror the results found for the overall population of young people. However, the experiences of any young disabled child are further complicated by their disability. Type of disability is therefore also useful for understanding the different barriers faced by young disabled people.

Those with a mobility disability and those with a self-care related disability are generally the least likely to take part in sport and to enjoy the sport in which they have taken part, and those with a hearing disability are generally the most likely to participate in sport and enjoy the sport they have participated in. Nevertheless, those with a hearing disability are the least motivated towards sports participation and those with a mobility disability and those with a self-care related disability generally have the greatest desire to undertake sport.

The findings therefore demonstrate that comprehensive action needs to be taken to bring participation in sport by young disabled people to a level that is comparable with the general population of young people. In addition, any action taken needs to be targeted

33 towards different groups of disabled children and the action needs to be sensitive to the needs of these groups.

The low enjoyment level of girls, older children, those with a mobility disability and those self-care related disability is perhaps a result of the nature of the sport that they take part in. Firstly, girls, those with a mobility disability and those self-care related disability are taking part in a limited range of sports. Secondly, girls, and especially older girls, are not taking part in sports that they either enjoy the most or would choose to play out of school. Third, all disabled children but especially girls, those with a mobility disability and those with a self-care related disability have experienced sport in limited contexts out of school. Finally, girls, older children, those with a mobility disability and those self-care related disability are all less likely to view sport as a social activity and a place to be with friends.

The lower motivation felt by older disabled children and the low enjoyment level and participation by girls need to be tackled with a publicity campaign designed to increase involvement in sport. As older disabled children and disabled girls are more likely to recognise the importance of staying fit and healthy than their counterparts, the challenge will be to present physical activities as a social activity that is enjoyable and thus something which young people feel they want to do, rather than feeling they should do.

It is also important to take into account the sports that all young disabled people, but especially girls, enjoy doing and offer and encourage them in school and provide easy access to them out of school. For example, girls are less competitive than boys and therefore enjoy individual rather than team sports. They also dislike playing sport in bad weather and therefore would prefer undertaking indoor sports.

Low sporting participation and enjoyment of sport by girls with a disability is also likely to be related to socialisation into social norms. Sport is seen as physical and requiring strength, whereas girls and people with a disability may be regarded as weak, passive and therefore not suited to sporting activity (DePauw, 1997). This ‘double disadvantage’ of having a disability and being a female could impact upon girls’ participation, attitude towards and socialisation into sport. This is perhaps borne out by the fact that girls are less likely than boys to say that they are encouraged by their families to undertake sport.

Maximum participation can only be achieved, however, if the barriers faced by young disabled people are fully understood and acted upon. Lack of money and problems with transport are cited as significant barriers: for out of school sport and extra curricular sport to be truly accessible to all, the cost of participating needs to be lowered and cheap transport which caters to disabled people’s needs should to be arranged.

34 Another important barrier to participation is the fact that young disabled people are often dependent on other people in order to access sporting facilities. For example, young disabled people rely on others to transport them to the sport venues. Once at the venue any young child (not just one with a disability) will need general supervision and many young disabled people will be reliant on others to make it possible to actually carry out the sports. As a result, lack of other people’s time and lack of people to help and supervise the child become significant issues in themselves. The latter issue could be overcome by having staff at sport centres and other venues, who are trained to help and supervise young disabled people and who understand the specific issues related to different disabilities.

Even with enough people with time to help, participation in sport can only realistically take place if local clubs provide for people with a disability and if the disabled facilities that are available are suitable for the young person’s particular disability. These were cited as significant barriers to participation and therefore demonstrate that there are large gaps in sports provision for young people with a disability. This is especially so for those with a mobility and/or self-care related disability who experience the lowest participation rates and who were most likely to say either that local facilities are not suitable or that local sports clubs do not provide for someone with their disability.

Older children were more likely to cite that having no one to go with has prevented them from participating in sport. This could be partly related to the fact that disabled children, even when they are older, are socialised into an adult world and are less likely to mix with other children. They are therefore more likely to find it difficult to socialise with their peers. However, it also suggests that older disabled children are less likely to be accepted by their non-disabled peers.

Linked to this is the more problematic issue of discrimination towards young people with a disability. A by-product of the lack of understanding by the general population is the inhibition that is felt by a small but significant proportion of young disabled people and most noticeably by girls and older children. Together, these two problems become a worrying barrier to participation, one that can only be overcome by a general change in attitude by the population as a whole.

Disability sport participation should therefore be promoted both by the media and at grass root level. This was helped by the recent paralympics and could be further facilitated with an increase of disabled role models at elite level. However, more attention is needed towards integrating young disabled people with non-disabled people within schools and clubs. This will enable non-disabled children to experience and understand first hand the

35 value of sport for young disabled people. In the process, the notion of young disabled people as weak, passive and dependent (DePauw, 1997) will begin to be questioned.

The 1999 report of the Disability Rights Task Force (DfEE, 1999) states that ‘disabled children should have the same rights to play, leisure and cultural activities....as other children in the community’ (p. 189). The results of this survey indicate that there is still a long way to go before this recommendation is reached in relation to disabled children’s access to sport. Despite the provisions of the Disability Discrimination Act, it is clear that some disabled young people continue to face attitudinal barriers and lack of appropriate support, which contribute to their lower levels of participation in sports activities. Responses to the survey suggest that the duties under the Act on service providers to make reasonable adjustments to enable disabled people to use such services and not to treat them less favourably because of their disability have not yet broken down these barriers.

However, the survey only provides one part of the picture. More sensitive analysis needs to be undertaken with different disabled groups, especially older girls with a mobility and/or self-care related disability in order to understand the barriers faced by this group to sports participation. Therefore, in depth qualitative research that adequately investigates the intersection of sex, age and disability type in sport participation needs to be undertaken with young disabled people themselves. This will ensure that funding is appropriately targeted. Also, little is known about the ways in which providers of sport and leisure services are implementing the Disability Discrimination Act. Research that investigates this issue and identifies examples of good practice is needed.

36 Chapter 4 Overview

This chapter provides an overview of the survey results, summarising levels of sport participation whether it be in or out-of-lessons among young people aged 6-16 (curriculum years 2-11). Participation is detailed at two levels; ‘at least once’ and ‘frequently’ (at least 10 times), and relates to the school year 1999/2000 and the summer holidays (2000). The term ‘sport’ includes all sports and physical activities, as described in Appendix 9.

Summary

95% of young people with a disability had participated in sport in the last year, compared to 99% of all young people. Furthermore, only 75% of young disabled people compared to 94% of the general population of young people had taken part in sport at least 10 times in the last year.

Disabled young people were also participating in a smaller range of sports compared to all young people. The average number of sports that young disabled people had undertaken at least once in or out of school lessons was 7.9 compared to 14.4 undertaken by all young people. On average, older disabled children (8.4) had taken part in more sports either in or out of school than those in the younger age group (7.0),

The top five sports undertaken in or out of school at least once were swimming; other games skills; gym; football and athletics/cross country running. Young disabled people were less likely than their non-disabled counterparts to have undertaken all sports in the top twenty, with the exception of horse riding, which they were more likely to have undertaken. There was only one difference in the top five sports undertaken by boys and girls: football was the second most popular sport for boys but did not feature in the top five sports undertaken by girls. Instead, rounders featured in the top five sports undertaken by girls.

Those with a hearing disability were generally the most likely to have undertaken every type of sport and those with a mobility disability and/or those with a self-care related disability, the least likely. A clear exception to this rule was horse riding, for which the pattern was reversed.

37 4.1 How many young people with a disability are taking part in sport?

Nearly all (95%) young people with a disability had participated in at least once kind of sport in the last year whether it be in school lessons or out of school lessons; 85% of young people with a disability participated in sport out of school lessons and 90% did so in school lessons. However, this percentage was lower than the general population of young people, of whom 99% were participating in sport either in or out of school.

Table 4.1 shows participation rates by child and family characteristics. The participation rates varied little by age and sex. Ninety six per cent of the younger age group (ages 6- 10) had participated in at least one sport either in or out of lessons. Similar proportions (94%) had done so in the older age group (age 11-16) and identical proportions (95%) of boys and girls had participated in sport.

Analysis by other characteristics shows that those living with other children; those living in the south and those who are white as opposed to not white were more likely to have taken part in at least one sport.

Analysis by type and severity of disability produces some perhaps surprising results. Having a certain disability as opposed to not having that disability did not appear to influence participation in sport for the majority of disability types. However, there was one exception: those with a mobility disability were significantly less likely to have participated in sport at least once (93%) compared to those without a mobility disability (97%).

In most cases, the severity of the disability did not have an impact upon participation in sport – those who are severely disabled were not any less likely than those who are only mildly or moderately disabled to participate in sport at least once in or out of lessons. However, there were some exceptions; those with a severe emotional disability were much less likely to participate in sport (88%) compared to those with a mild/moderate emotional disability (95%). Likewise, those in severe pain were significantly less likely to have participated in sport at least once (82%) compared to those with mild or moderate pain (96%).

The proportion of disabled young people taking part in sport frequently (more than 10 times in the last year) was much lower than for young people in general: 75% of young disabled people compared to 94% of the general population of young people had taken part in sport at least 10 times in the last year. Boys (77%) were more likely than girls (73%) to participate in sport frequently, but there was little difference between the age groups.

38 There is also substantial variation related to other characteristics of the young disabled people and their families: two parent families (76%) compared to lone parents (71%); those in the South (82%) compared to the North (70%); owner occupiers or those in the process of buying their house (81%) compared to those who are renting (70%), and those who are white (76%) compared to those who are not white (65%) were all more likely to have taken part in sport frequently in the last year. Nevertheless, analysis by degree of disability shows that in most instances severity of disability did not impact upon participation in sport frequently in or out of school. However, reflecting the findings for participation in sport at least once, those with a severe emotional disability as opposed to those with a mild/moderate emotional disability and those in severe pain as opposed to those in mild/moderate pain were less likely to participate in sport frequently. In addition, those with a severe self-care related disability as opposed to those with a mild/moderate self-care related disability were less likely to participate in sport frequently.

39 Table 4.1: Participation in sport by various characteristics Done at least once Done frequently Children Only child 92 73 Living with at least once other child 95 75 Family type Two parent family 95 76 Lone parent 95 71 Other 83 69 Region North 93 70 Midlands 96 724 South 97 82 London 95 76 Scotland 95 76 Sex Boy 95 77 Girl 95 73 Age 6-10 96 76 11-16 94 74 School type Special school 95 76 Mainstream 95 74 Tenure Own/buying 96 81 Renting 94 70 Ethnicity White 96 76 Not white 90 65 Vision None 95 75 Mild/Moderate 95 74 Severe 94 76 Hearing None 95 74 Mild/Moderate 96 78 Severe 96 79 Speech None 95 74 Mild/Moderate 96 76 Severe 94 75 Mobility None 97 79 Mild/Moderate 93 69 Severe 93 71 Cognition None 94 75 Mild/Moderate 96 74 Severe 94 75 Emotion None 96 77 Mild/Moderate 95 73 Severe 88 68 Selfcare None 96 77 Mild/Moderate 96 75 Severe 94 72 Pain None 97 81 Mild/Moderate 96 74 Severe 82 47 Tota l 95 75

40 4.2 The level of participation in sport ‘at least once’ in the last year

Young disabled people were less likely to participate in a wide range of sports than the overall population of young people. The average number of sports undertaken by young disabled people at least once either in or out of school was 7.9, much lower than the average of the overall population of young people, who had taken part in 14.4 sports on average.

The number of sports participated in by disabled young people at least once either in or out of school lessons varied from none to over 16 activities in the last year, as shown in table 4.2 with one young person having undertaken as many as 53 activities at least once in the last year.

Also shown in table 4.2 is the variation by age and gender. On average, older children had taken part in more sports either in or out of school (8.4) than those in the younger age group (7.0), a pattern that was also found for all young people.

Whilst boys in the younger age group were, on average, more likely than girls to have taken part in a wider range of sports, girls in the older age group were slightly more likely to have taken part in a wider range of sports compared to boys.

Table 4.2: Number of sports undertaken at least once in or out of school overall and by age and sex Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Disabled All 1999 % % % % % % % %

0 5 3 4 5 6 6 5 1 1-3 20 24 22 19 17 18 19 2 4-6 25 31 28 21 21 21 23 5 7-9 18 19 18 18 16 17 17 13 10-12 18 14 15 15 14 15 15 18 13-15 8 5 6 9 9 9 8 21 16 or more 8 4 6 14 16 15 12 41

Mean 7.5 6.4 7.0 8.2 8.6 8.4 7.9 14.4

Base: 428 401 835 690 737 1450 2293 3319 All young people

Table 4.3 demonstrates that type of disability impacted upon the average number of sports participated in at least once the last year, either in or out of school. Those with a mobility (6.2) disability and those with a self-care related disability (6.6) had, on average, taken part in a lower number of sports than those with other types of disability. On the other hand, those with a hearing disability had, on average, taken part in the widest range of sports (9.3), at least once in the last year in or out of school.

41 Table 4.3: Number of sports undertaken at least once in or out of school overall and by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % %

0 5 4 5 7 5 6 6 6 5 1-3 19 11 22 27 19 18 25 22 19 4-6 26 23 25 27 25 24 28 23 23 7-9 16 18 17 15 18 18 17 17 17 10-12 14 16 14 11 15 14 13 14 15 13-15 8 13 7 7 8 8 6 8 8 16 or more 12 16 9 6 11 12 6 11 12

Mean 7.8 9.3 7.4 6.2 7.8 7.9 6.6 7.4 7.8

Base: All young 750 293 1336 1017 1746 1269 1339 1166 2293 people

4.3 Individual sports participated in at least once

As chart 4.1 demonstrates, the top five sports undertaken in or out of school at least once were swimming, diving or lifesaving; other games skills; gym; football and athletics/cross country running.

Also clearly illustrated in chart 4.1 is that the disabled population of young people was less likely than the overall population of young people to have undertaken all sports in the top twenty, with the exception of horse riding: 23% of young disabled people had undertaken horse riding or pony trekking in or out of school compared to 19% of young people in the overall population of young people.

Eighty per cent of young people with a disability had swum at least once in the last year either in or out of school, only 5% less than those who had swum at least once in the overall population of young people. Many young people with a disability will, however, undertake hydrotherapy and it is therefore difficult to know whether or not they have included this activity under swimming. This should be taken into account throughout the report.

42 Chart 4.1: Top twenty sports participated in at least once in or out of school4

Swimming, diving or lifesaving Other game skills Gym Football Athletics/ Cross country running Rounders Cycling Walking Skittles or tenpin bowling Basketball Aerobics, keep fit Tennis Cricket Horse riding or pony trekking Dance classes Badminton Hockey Netball Baseball table tennis

0 20 40 60 80 100 % Young disabled people All young people

4.3.1 Participation in sports at least once by gender and age

The types of sports that young disabled people took part in varied by age and sex. There was only one difference in the top five sports undertaken by boys and girls: football was the second most popular sport for boys but did not feature in the top five sports undertaken by girls. Instead, rounders featured in the top five sports undertaken by girls.

Whilst the top five sports undertaken by younger and older children were similar, there were differences in the proportions undertaking certain sports in each age group. For

4 In the 1999 survey, only primary school age were asked about participation in other games skills, therefore no overall comparison can be made with young disabled people. Hence no bar representing participation of all young people in other games skills in chart 4.1.

43 example, younger children were more likely to take part in swimming, other games skills, gym and aerobics whilst older children were more likely to undertake football, rounders, walking, skittles, basketball, tennis, cricket, badminton, hockey, netball, baseball and table tennis.

Younger girls were more likely to take part in swimming (83%), other games skills (73%) and gym (57%) compared older girls, whilst older girls were more likely to undertake all other sports with the exception of cycling and aerobics for which there was no significant difference in the participation rates between older and younger girls.

Younger boys were more likely than older boys to undertake swimming (84%), other games skills (70%), gym (55%), aerobics (25%), horse riding (22%) and dance classes (20%). Older boys were just as likely as younger boys to undertake football, athletics/cross country running, rounders, cycling, netball and baseball.

Table 4.3: Top twenty sports undertaken in or out of school, ranked by total. Per centages who did each sport at least once in the year by age and sex Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls Total % % % % % % % % % Swimming, diving 84 83 83 78 79 78 80 80 80 or lifesaving Other games skills 70 73 71 43 53 48 53 60 56 Gym 55 57 56 43 49 46 48 52 50 Football 64 29 47 65 36 50 64 33 49 Athletics/Cross 48 44 46 47 48 47 47 47 47 country running Rounders 34 31 32 35 46 41 35 41 38 Cycling 37 33 35 38 32 34 37 32 34 Walking 31 29 30 37 37 37 35 34 34 Skittles or tenpin 27 20 24 36 34 35 32 29 31 bowling Basketball 19 10 15 35 30 32 29 23 26 Aerobics 25 33 29 16 33 25 20 33 26 Tennis 19 15 17 27 30 28 24 25 24 Cricket 21 11 16 35 21 27 29 18 23 Horse riding or 22 23 23 19 26 23 20 25 23 pony trekking Dance classes 20 26 23 14 29 22 16 28 22 Badminton 11 9 10 20 26 23 17 20 19 Hockey 11 9 10 19 28 23 16 21 18 Netball 6 11 8 8 35 22 7 27 17 Baseball 15 10 13 17 17 17 16 15 16 Table tennis 8 7 7 19 21 20 15 16 16

Base: All young 428 401 835 690 737 1450 1121 1140 2293 people

4.3.1 Participation in sports at least once by type of disability

44 Table 4.4 shows that the types of sports undertaken by young disabled people varied by type of disability. Whilst participation rates in some sports, especially swimming, did not vary a great deal between disability types, there were significant differences between disability types for other sports.

Those with a hearing disability were the most likely to have undertaken nearly all sports compared to those with other disabilities and those with a mobility disability and/or those with a self-care related disability were generally the least likely to have undertaken every type of sport. There is one clear exception to this pattern; those with a hearing disability were the least likely to have undertaken horse riding and those with a self-care related disability, the most likely. In addition, participation in swimming does not vary significantly between disability types.

Table 4.4 : Top twenty sports undertaken in or out of school, ranked by total. Per centages who did each sport at least once in the year by disability type Vision Hearing Speech Mobility Cognition Emotion Self Pain Total % % % % % % care % % % Swimming, diving or 80 80 82 80 80 79 82 79 80 lifesaving Other games 57 61 59 53 60 57 58 54 56 skills Gym 47 57 52 39 51 50 47 45 50 Football 45 58 48 35 50 49 40 44 49 Athletics/Cross country 47 55 47 31 48 46 38 39 47 running Rounders 38 43 31 28 37 38 28 36 38 Cycling 32 46 31 25 33 36 28 34 34 Walking 32 42 34 22 35 35 27 29 34 Skittles or 31 36 31 28 31 31 30 31 31 tenpin bowling Basketball 24 30 22 19 25 26 18 25 26 Aerobics 25 33 25 17 27 26 20 23 26 Tennis 23 31 20 18 22 23 16 25 24 Cricket 24 27 22 17 23 22 16 22 23 Horse riding or 23 21 26 24 24 22 27 22 23 pony trekking Dance classes 24 27 23 20 22 19 21 20 22 Badminton 18 25 15 13 17 19 12 19 19 Hockey 20 21 14 13 17 18 12 17 18 Netball 18 25 13 11 15 16 11 18 17 Baseball 15 15 14 11 15 15 12 15 16 Table tennis 15 20 12 13 14 15 11 16 16

Base all young 750 293 1336 1017 1746 1269 1339 1166 2293 people

4.4 The level of participation in sport ‘frequently’ in the last year

It is important that young people have the opportunity to take part in a variety of sports frequently (at least 10 times in a year) if they are to develop skills that are sport specific and which can also be used in the wider context (for example, team building skills, gaining

45 confidence) and taken with them into adult life. However, the number of sports undertaken frequently was disappointingly few. It can be seen from Table 4.5 that the average number of sports undertaken by young disabled people (3.0) frequently (more than 10 times in the last year) was much lower than for the overall population of young people (6.8). Girls had generally undertaken a lower number of sports frequently than boys and younger girls had on average undertaken the lowest number of sports (2.9) frequently.

Over a quarter (26%) of young disabled people had not undertaken any sport frequently in the last year, compared to 6% of the general population of young people. This proportion was higher amongst the 11-16 year olds (26%) compared to the younger age group (24%). Older girls (28%) were the most likely not to have undertaken any sport frequently in the last year. Table 4.5 : Number of sports undertaken frequently (at least 10 times) in or out of school by age and sex and compared to the overall population of young people. Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Disabled All 1999 % % % % % % % %

0 24 24 24 23 28 26 26 6 1-3 40 39 40 40 39 40 40 17 4-6 21 26 23 21 17 19 21 28 7-9 11 8 10 11 9 10 10 24 10 or more 4 2 3 4 6 5 5 24

Mean 3.2 2.9 3.0 3.2 3.0 3.1 3.0 6.8

Base: 428 401 835 690 737 1450 2293 3319 All young people

Analysis by disability type demonstrates that there is variation in the level of sport undertaken between those with different disabilities (see Table 4.6). Those with hearing disabilities had, on average, undertaken the highest number of sports (3.6) frequently, whilst those with a mobility disability had, on average, undertaken the lowest number of sports (2.3). Table 4.6 : Number of sports undertaken frequently (at least 10 times) in or out of school by disability type. Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % %

0 26 22 25 31 26 27 28 30 26 1-3 42 33 41 45 39 38 44 40 40 4-6 20 27 21 16 21 21 19 18 21 7-9 9 13 10 6 10 10 8 8 10 10 or more 4 5 3 2 4 4 2 4 5

Mean 2.9 3.6 2.9 2.3 3.0 3.2 2.6 2.7 3.0

Base: All young 750 293 1336 1017 1746 1269 1339 1166 2293 people

46

4.5 Sports participated in ‘frequently’

The highest proportion of young disabled people had undertaken swimming frequently in the last year; 52% compared to 61% of all young people had undertaken this sport. Disabled young people were less likely than the overall population of young people to have undertaken each sport frequently, with the exception of horse riding which young disabled (9%) were just as likely to have undertaken in or out of school compared to the overall population of young people (8%) – see Chart 4.2.

47 Chart 4.2:Sports participated in ‘frequently’ in or out of school compared to the overall population of young people.5

Swimming, diving or lifesaving Other game skills Football Gym Cycling Athletics/ Cross country running Walking Rounders Aerobics, keep fit Dance classes Horse riding or pony trekking Basketball Cricket Tennis Skittles or tenpin bowling Rollerblading/ skate boarding etc. Netball Hockey Badminton Goalball

0 10 20 30 40 50 60 70 % Disabled young people All young people

4.5.1 Participation in sports ‘frequently’ by gender and age

The types of sports undertaken frequently in or out of school varied by age and gender.

Older children were less likely to have undertaken sports such as swimming, other games skills, gym, cycling, dance classes and aerobics frequently compared to their younger counterparts, and more likely to have undertaken sports such as football, athletics or cross country running, basketball, cricket, tennis, skittles, netball, hockey and badminton.

5 In the 1999 survey, only primary school age were asked about participation in other games skills, therefore no overall comparison can be made with young disabled people. Hence no bar representing participation of all young people in other games skills in chart 4.2.

48 The top five sports undertaken frequently by girls were swimming (52%), other games skills (30%), gym (26%), cycling (16%) and aerobics (15%). Boys were also most likely to undertake swimming (54%), other games skills (26%), gym (23%), cycling (21%) but football (36%) took second place in the top five sports undertaken frequently by boys.

Whilst there were no differences between age groups in terms of the most popular sports undertaken frequently by boys, there were some differences in those undertaken by girls. The top five sport undertaken by girls in the younger age group reflect those undertaken by girls overall but girls in the older age group were more likely than younger girls to undertake athletics or cross country running and rounders, whilst younger girls were more likely to undertake aerobics and cycling.

Table 4.7 : Top 20 sports undertaken frequently (at least 10 times) in or out of school by gender and age. Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls Total % % % % % % % % % Swimming, diving or 58 56 57 51 49 50 54 52 52 lifesaving Other game skills 39 42 41 17 24 21 26 30 28 Football 31 11 21 39 14 26 36 13 24 Gym 30 32 31 19 23 21 23 26 24 Cycling 23 19 21 20 14 17 21 16 19 Athletics, cross country, jogging or 13 12 13 17 15 16 15 14 15 running Walking 13 14 13 14 14 14 13 14 14 Rounders 11 10 11 11 15 13 11 13 12 Aerobics, keep fit 10 19 14 6 13 9 7 15 11 Dance classes 9 14 11 6 13 9 7 13 10 Horse riding or pony 8 10 9 8 11 9 8 10 9 trekking Basketball 5 2 3 13 9 11 10 6 8 Cricket 7 2 4 14 5 9 11 4 7 Tennis 4 4 4 8 9 9 7 7 7 Skittles or tenpin 6 3 5 8 8 8 7 6 7 bowling Roller skating/ blading 7 8 7 6 5 5 6 6 6 or skate boarding Netball 1 4 2 3 12 7 2 9 5 Hockey 3 2 2 6 8 7 5 6 5 Badminton 4 2 3 6 7 7 5 5 5 Goalball 7 6 6 5 3 4 6 4 5

428 40 1 83 5 69 0 73 7 14 50 11 21 11 40 22 93 Base: All young people

4.5.1 Participation in sports frequently by type of disability

It is clear from table 4.8 that the type of sport undertaken frequently in or out of school varies depending on type of disability.

49 Those with a hearing disability were generally the most likely to undertake all kinds of sport frequently in or out of school, with some exceptions. Whilst they had the highest proportions undertaking other games skills, those with a speech or cognitive disability also had the same proportions (all 30%). In addition, they were the least likely to undertake horse riding (6%), frequently compared to those with other disability types. They were also not the most likely to undertake swimming frequently, although they were not the least likely either.

Generally, those with a mobility or self-care disability were least likely to undertake each kind of sport frequently. This was consistently the case for those with mobility disabilities. However, there were some exceptions to the rule for those with self-care related disabilities. Most noticeably, those with a self-care related disability were more likely than those with other disabilities to have undertaken swimming (57%) frequently either in or out of school. They were also the most likely to undertake horse riding, together with those who have a speech disability (both 12%).

Table 4.8: Top 20 sports undertaken frequently (at least 10 times) in or out of school by disability type. Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % Swimming, diving 50 53 56 53 53 52 57 50 52 or lifesaving Other game skills 27 30 30 25 30 29 29 25 28 Football 21 28 23 16 24 24 19 20 24 Gym 23 26 27 18 25 24 24 21 24 Cycling 16 26 17 11 18 19 15 16 19 Athletics, cross country, jogging or 14 17 14 8 15 15 11 10 15 running Walking 12 18 14 9 14 15 12 12 14 Rounders 11 14 9 7 11 11 7 11 12 Aerobics, keep fit 10 15 11 7 11 11 8 9 11 Dance classes 11 13 11 9 10 9 10 9 10 Horse riding or 9 6 12 10 10 10 12 8 9 pony trekking Basketball 6 10 6 5 8 8 4 8 8 Cricket 7 8 7 5 7 8 4 6 7 Tennis 7 8 5 5 6 6 4 7 7 Skittles or tenpin 7 9 6 6 7 6 6 6 6 bowling Roller skating/ blading or skate 4 11 4 2 5 6 3 5 6 boarding Netball 6 8 4 3 5 4 3 6 5 Hockey 6 6 4 3 5 4 3 4 5 Badminton 5 7 4 3 5 5 3 5 5 Goalball 5 4 5 4 5 4 5 4 5

Base all young 750 29 3 13 36 1017 1746 12 69 13 39 1166 2293 people

50 Chapter 5 Sport in School Lessons

This chapter investigates the sporting opportunities available to young disabled people in school by exploring the number and type of sports undertaken in school lessons. The chapter then focuses upon five categories of activity: games, athletics, swimming, dance and skating, and outdoor and adventurous activities. The final part of the chapter investigates time spent on PE in school. The data are analysed by sex, age and disability type and differences in participation by school type are also analysed where appropriate.

Summary

90% of young people with a disability had undertaken sport in school lessons in the last year, compared to 99% of all young people. Furthermore, 64% had undertaken at least one sport frequently in school lessons compared to 83% of all young people surveyed in 1999.

Disabled young people were also participating in a lower range of sports in school compared to all young people. The average number of sports that young disabled people had undertaken at least once in school lessons was 5.7 compared to 8.4 undertaken by all young people. The average number of sports undertaken frequently was 2.1 compared to 3.6.

The top five sports undertaken in school lessons at least once were swimming, other games skills, gym, athletics and football. Similarly, swimming and ‘other games skills’ gym, football and athletics were the top five sports undertaken frequently in school lessons. Young disabled people were less likely than all young people to have participated in nearly all sports both at least once and frequently. However, a higher proportion of young disabled people had undertaken swimming and horse riding both at least once and frequently and skittles/tenpin bowling at least once in school lessons compared to the overall population of young people.

Girls were more likely than boys to have undertaken other games skills, gym and rounders at least once in school lessons in the last year, whereas boys were more likely to have undertaken football.

51 Disabled children aged 6-10 were significantly more likely than children aged 11-16 to have undertaken other game skills and gym frequently and disabled young people aged 11-16 were more likely to have undertaken football, basketball and netball frequently in school lessons.

Generally, those with a hearing disability were the most likely to have undertaken each individual sport, and those with a mobility disability the least likely, both at least once and frequently in school lessons. However, for swimming and horse-riding this pattern was reversed.

The amount of time spent on PE was low. The overall proportion of young disabled people spending two or more hours in PE lessons was significantly lower than the overall population of young people. Whilst primary school- aged disabled children were just as likely as all primary school children (15%) to spend two hours or more on PE lessons a week, nearly half as many secondary-school aged disabled children spent two or more hours a week in PE compared with all secondary school children.

Young disabled people were also spending fewer days on PE lessons a week compared to all young people. Six per cent had not undertaken PE on any days of the week.

Young disabled people in special school were more likely to spend a greater number of hours and days in PE lessons a week, compared to those in mainstream schools..

5.1 The level of participation in sport ‘at least once’ in lessons

The number of sports undertaken in school lessons provides a guide to the range of sporting activities on offer to young people with a disability in school lessons.

Table 5.1 shows the figures for number of sports undertaken at least once in the last year by age and sex. Ninety per cent of young disabled people had participated at least once in some form of sport or exercise in the last year compared to 99% of the population of young people overall. In other words, 10% of young disabled people had not undertaken any sport in school lessons over the last year, a proportion which was higher in the older age group (11%) compared to the younger age group (7%).

The average number of sports done at least once in schools lessons by young people with a disability or severe illness was 5.7, which is below the 1999 average for the overall population of young people, who, on average, undertook 8.4 sports. There was no significant variation by sex overall but the average number of sports undertaken was higher for the senior age groups (6.3 sports) than for primary age children (4.7 sports).

52 Table 5.1: Number of sports undertaken in school lessons at least once in school by age and sex and compared with the overall population of young people Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Disabled All 1999 % % % % % % % %

0 8 6 7 12 11 11 10 1 1-3 32 38 35 24 22 23 28 9 4-6 31 35 33 24 22 23 27 23 7-9 18 15 16 19 20 19 18 31 10-12 9 2 6 11 11 11 9 24 13-15 2 2 2 6 7 7 5 9 16 or more * 2 1 5 7 6 4 4 Mean 4.9 4.5 4.7 6.0 6.6 6.3 5.7 8.4 Base: All young 428 401 835 690 737 1450 2293 3319 people

Table 5.2 shows that the number of sports undertaken at least once in school varied by disability type. Whilst only 7% of those with a hearing disability had not undertaken any sport in school lessons in the last year, 13% of those with a mobility disability or pain had not undertaken any sport in school lessons.

Furthermore, those with a hearing disability had undertaken the highest average number of sports at least once in school lessons (6.7) and those with a mobility disability the lowest (4.5).

Table 5.2: Number of sports undertaken in school lessons at least once in school by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % %

0 10 7 9 13 9 11 11 13 10 1-3 27 23 30 36 27 26 34 29 28 4-6 27 27 27 27 28 27 28 25 27 7-9 17 19 18 14 18 19 16 19 18 10-12 9 10 8 7 9 8 6 8 9 13-15 6 8 4 3 5 5 3 5 5 16 or more 4 7 3 1 4 4 2 3 4

Mean 5.7 6.7 5.5 4.5 5.7 5.7 4.7 5.3 5.7

Base: All young 750 293 1336 1017 1746 1269 1339 1166 2293 people

53 There is also some variation in the level of participation by school type. Those in a special school were more likely to have undertaken sport in school lessons in the last year (93%) compared to those children in a mainstream school (89%). However, the number of sports undertaken in special schools (5.7) was less compared to the number undertaken in mainstream schools (6.0).

Table 5.3 Number of sports undertaken in school lessons at least once in school, by school type Special school Mainstream school Total % % %

0 7 11 10 1-3 31 23 28 4-6 27 27 27 7-9 18 20 18 10-12 9 9 9 13-15 5 5 5 16 or more 4 4 4

Mean 5.7 6.0 5.7

Base: 750 293 2293 All young people

5.2 Sports participated in ‘at least once’ in school lessons

Chart 5.1 shows the top twenty sports undertaken by young disabled people at least once in school lessons in the last year compared to the general population of young people. Swimming, diving or lifesaving (57%) was the most common sport undertaken in school lessons by young disabled people in the last year. Fifty one per cent of young disabled people had also undertaken other games skills in school lessons. This was followed by gym (45%), athletics (41%) and football (36%).

5.2.1 Differences in participation between young disabled people and the general population of young people

There are noticeable differences in the types and level of sports undertaken by young disabled people compared to the overall population of young people. Swimming, diving or lifesaving (57%) was the most common sport undertaken in school lessons by young disabled people in the last year, whilst athletics (77%) was the most common activity for the overall population of young people. A higher proportion of young disabled people than the overall population of young people had undertaken swimming (57% compared to 48%), horse riding or pony trekking (15% compared to 2%) and skittles and tenpin bowling (13% compared to 3%).

54 Chart 5.1: Top twenty sports undertaken in school lessons (at least once)6

Swimming, diving or lifesaving Other game skills Gym Athletics Football Rounders Aerobics, keep fit Basketball Dance classes Tennis Walking Cricket Hockey Cross country, jogging and running Horse riding or pony trekking Netball Cycling Skittles or tenpin bowling Badminton Baseball

0 20 40 60 80 % Young disabled people All young people

5.2.2 Type of sport by sex and age

Table 5.4 shows the top twenty sports by sex and age. Younger children (age 6-10) were more likely than older children (age 11-16) to have undertaken swimming, other games skills, gym and aerobics, whilst older children were more likely to undertake football, rounders, basketball, walking, tennis, cricket, hockey, cross country running, netball, cycling, badminton, skittles and baseball.

6 In the 1999 survey, only primary school age were asked about participation in other games skills, therefore no overall comparison can be made with young disabled people. Hence no bar representing participation of all young people in other games skills in chart 5.1.

55 The top five sports for boys and girls were similar, with only one difference; football featured in the top five sport for boys whereas rounders featured instead in the top five sports for girls. The top five sports for girls were swimming (58%), other games skills (54%), gym (47%) athletics (42%) and rounders (37%). The top five sports for boys were swimming (57%), football (48%), other games skills (47%), gym (43%) and athletics (40%). Girls were more likely than boys to have undertaken other games skills, gym and rounders at least once in school lessons in the last year, whereas boys were more likely to have undertaken football. There was no statistical difference between the two sexes for swimming and athletics.

Although ordered differently, the top five sports for girls in the younger age group were identical to those for girls in the older age group and the top five sports for younger boys were the same as for older boys. However, there were some differences in level of participation for certain sports between ages for each sex.

The only sports that younger girls were more likely to have undertaken compared to older girls were other games skills (69% compared to 46%) and gym (53% compared to 44%). Older girls were more likely to have undertaken sports such as football (26% compared to 18%), rounders (42% compared to 27%), basketball (25% compared to 6%), dance classes (25% compared to 20%) walking (20% compared to 14%), tennis (25% compared to 11%) and cricket (16% compared to 6%).

The sports that younger boys were more likely to have undertaken compared to older boys were swimming (61% compared to 55%), other games skills (64% compared to 37%), gym (49% compared to 42%), athletics (42% compared to 38%), aerobics (22% compared to 13%) and dance classes (18% compared to 12%). Older boys were more likely to have undertaken sports such as football (53% compared to 42%), basketball (29% compared to 11%), walking (21% compared to 14%), tennis (20% compared to 11%) and cricket (28% compared to 11%).

56 Table 5.4: Top twenty sports undertaken at least once in school lessons by sex and age group Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls Total % % % % % % % % % Swimming, diving 61 59 59 55 57 56 57 58 57 or lifesaving Other game skills 64 69 66 37 46 42 47 54 51 Gym 49 53 51 40 44 42 43 47 45 Athletics 42 42 42 38 42 40 40 42 41 Football 42 18 30 53 26 39 48 23 36 Rounders 30 27 29 29 42 36 29 37 33 Aerobics, keep fit 22 27 24 13 29 21 16 28 22 Basketball 11 6 9 29 25 27 22 18 20 Dance classes 18 20 19 12 25 19 14 23 19 Walking 14 14 14 21 20 20 18 18 18 Tennis 11 11 11 20 25 23 17 20 18 Cricket 11 6 9 28 16 22 22 13 17 Hockey 8 9 8 17 26 21 14 20 16 Horse riding or 13 14 14 13 18 16 13 17 15 pony trekking Cross country, jogging and 12 7 10 19 19 19 16 15 15 running Netball 3 8 6 7 32 20 5 24 15 Cycling 12 11 12 16 15 15 14 13 14 Badminton 4 3 4 15 21 18 11 15 13 Skittles or tenpin 8 7 7 17 17 17 13 13 13 bowling Baseball 8 7 8 13 14 14 11 11 11

Base: All young people 428 401 835 690 737 1450 1121 1130 2293

5.2.3 Individual sports by type of disability

Table 5.5 demonstrates that participation in certain types sport varied by disability type. It was generally the case that those with a hearing disability were the most likely to participate in all types of sport at least once in school, whilst those with a mobility or self- care related disability were the least likely to participate. However, there were some exceptions to the rule. Those with a hearing disability were the least likely to have participated in horse riding (11%) at least once in school and they were also the least likely, together with those with pain, to have participated in swimming (55%). Instead, those with a speech disability were the most likely to have participated in both swimming (63%) horse riding (19%), other games skills (54%) and skittles (15%).

57 Table 5.5: Top 20 sports undertaken at least once in school by disability type. Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % Swimming, diving 57 55 63 60 59 56 62 55 57 or lifesaving Other game skills 51 53 54 47 54 50 52 48 51 Gym 42 51 47 35 47 46 42 41 45 Athletics 41 50 41 28 42 40 34 34 41 Football 33 43 35 25 37 36 28 32 36 Rounders 34 38 27 24 32 33 23 32 33 Aerobics, keep fit 21 27 21 14 22 22 16 19 22 Basketball 19 23 16 15 19 20 13 19 20 Dance classes 21 22 20 18 19 16 18 17 19 Walking 18 24 19 12 19 19 14 15 18 Tennis 18 26 15 14 17 17 12 18 18 Cricket 18 20 16 12 17 17 11 16 17 Hockey 18 19 12 12 15 16 10 15 16 Horse riding or 14 11 19 16 16 14 18 14 15 pony trekking Cross country, jogging and 15 21 13 6 15 16 9 12 15 running Netball 16 22 11 9 13 14 9 16 15 Cycling 13 18 13 10 14 15 11 14 14 Badminton 13 16 9 9 12 13 7 13 13 Skittles or tenpin 14 13 15 12 14 14 14 12 13 bowling Baseball 11 12 10 8 11 12 8 11 11

Base all young 750 293 1336 1017 1746 1269 1339 1166 2293 people

Table 5.6 compares the proportions undertaking the top five sports in special schools with those in schools. Some difference between school type is apparent. Those in special schools were more likely to have undertaken swimming (69% vs 42%) and other games skills (53% vs 50%). It is difficult to ascertain, however, how much hydrotherapy and physiotherapy is carried out within special schools, which could have been counted as swimming and other games skills by young people. Those in mainstream schools were more likely to have undertaken athletics (45% vs39%).

Table 5.6: Top 20 sports undertaken at least once in school by school type. Special school Mainstream school Total % % % Swimming, diving or lifesaving 69 42 57 Other game skills 53 50 51 Gym 45 47 45 Athletics 39 45 41 Football 35 36 36 Base: 1313 808 2293 All young people

58

5.3 Sports done frequently (at least 10 times) in school

The number of sports undertaken frequently in school lessons was disappointingly few. Table 5.7 shows the number of sports undertaken frequently (at least 10 times) in the last year by age and sex. Thirty six per cent had not undertaken any sports frequently in school lessons, compared to 17% of the overall population of young people. The proportion who had not undertaken any sport frequently was slightly higher for the older age groups (37%) compared to the younger ages (34%), although there was no difference between boys and girls.

The average number of sports done frequently (at least 10 times) in school lessons was only two, nearly half the average number (3.6) undertaken by the overall population of young people in 1999. This average was consistent for boys and girls, although the average was marginally lower for the younger age group (1.9 sports) than the older age group (2.2 sports).

Seventy eight per cent of young people with a disability did less than four sports frequently (at least 10 times) in the past year compared to 55% for the overall population of young people.

Table 5.7: Number of sports undertaken frequently (10 times or more) in the last year by age and sex Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Disabled All 1999 % % % % % % % %

0 35 32 34 36 38 37 36 17 1-3 43 49 46 41 39 40 42 38 4-6 17 16 16 16 15 15 16 30 7-9 4 3 3 6 7 6 5 12 10 or more * 1 1 2 2 2 2 4

Mean 2.0 1.9 1.9 2.1 2.2 2.2 2.1 3.6

Base: All young 428 401 835 690 737 1450 2293 3319 people

Table 5.8 shows the number of sports undertaken frequently by type of disability. It is apparent that those with pain and those with a mobility disability were the least likely to have undertaken any sport frequently in school, 43% of those with pain and 41% of those with a mobility disability had not undertaken any sport frequently in school lessons.

59

Those with a hearing disability were the most likely to have undertaken some kind of sport frequently - 69% had undertaken at least one sport frequently in school lessons. Young people with a hearing disability had also undertaken the highest average number of sports frequently - 2.2 compared to only 1.6 undertaken on average by those with a mobility disability.

Table 5.8: Number of sports undertaken frequently (10 times or more) in school lessons in the last year by type of disability Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % %

0 36 31 34 41 35 39 37 43 36 1-3 43 45 46 45 43 41 46 38 42 4-6 14 17 15 11 16 15 13 14 16 7-9 5 4 5 3 5 5 3 4 5 10 or more 1 2 1 1 1 1 * 1 2

Mean 2.0 2.2 2.0 1.6 2.0 2.0 1.8 1.8 2.1

Base: All young 750 293 1336 1017 1746 1269 1339 1166 2293 people

There is also some variation in the level of participation by school type (Table 5.9). Those in a mainstream school were more likely not to have undertaken any sport frequently in school lessons in the last year (41%) compared to those children in a special school (31%). However, the average number of sports played did not differ significantly between the two school types.

Table 5.9: Number of sports undertaken in school lessons frequently (at least 10 times) in school, by school type Special school Mainstream Total % % %

0 31 41 36 1-3 47 38 42 4-6 17 15 16 7-9 5 5 5 10 or more 1 2 2

Mean 2.2 2.0 2.1

Base: 750 293 2293 All young people

60 5.4 Types of sports undertaken frequently (at least 10 times) during school lesson time

Chart 5.2 shows the top twenty sports undertaken frequently in school lessons in the last year ranked in descending order.

Swimming, diving or lifesaving (37%) was the most common activity in school lessons in the last year, both in terms of those participating at least once (57%) and frequently (37%). A quarter (24%) had undertaken ‘other games skills’ frequently in the last year followed by gym (21%), football (14%) and athletics (11%).

5.4.1 Differences in participation between young disabled people and the general population of young people

Chart 5.2 and table 5.10 demonstrate the proportion of disabled young people participating in certain sports frequently in school lessons.

Swimming and horse riding both appear to be important sports for young people with a disability. As found for participation in sports at least once in lessons (see chart 5.1), young disabled people were more likely than all young people to have undertaken both swimming and horse riding frequently in school lessons. Thirty-seven per cent of young people with a disability had undertaken swimming frequently, compared to 30% of the general population of young people and six per cent had undertaken horse riding compared to one per cent. However, young people with a disability were less likely than or just as likely as the general population of young people to have undertaken all the other top twenty sports frequently in school.

Whilst participation in swimming was relatively constant across age groups for young disabled people, the 1999 survey of all young people found that the proportion participating in swimming dropped dramatically with age. As a result, disabled young people aged 6-10 (39%) were less likely than all young people in the primary age group (43%) to have undertaken swimming frequently whereas disabled people aged 11-16 were substantially more likely to have undertaken swimming frequently in school lessons (36%) compared to the overall population of young people in secondary school (17%).

61 Chart 5.2 Top twenty sports undertaken in school lessons (frequently)7

Swimming, diving or lifesaving Other game skills Gym Football Athletics Rounders Aerobics, keep fit Dance classes Basketball Horse riding or pony trekking Cricket Cycling Hockey Tennis Netball Walking Goalball Cross country, jogging and running Badminton Baseball

0 10 20 30 40 % Disabled young people All young people

7 In the 1999 survey, only primary school age were asked about participation in other games skills, therefore no overall comparison can be made with young disabled people. Hence no bar representing participation of all young people in other games skills in chart 5.2.

62 Table 5.10: Most popular sports in school lessons differences between young disabled people (2000) and the overall population of young people (1999) by age Participated 10 or more times in last year Participated Total Total Primary8 Ranking Primary Secondary8 Ranking Secondary Total in of school Ages Years Ages Ages Years Ages Ages Years Ranking on 10 or 6-16 2-11 6-10 6-10 2-6 11-16 11-16 7-11 more times Young Young All Young Young All Young Young All young in last year disabled disabled young disabled disabled young disabled disabled people people People people People People people people People (%) (%) (%) (%) (%) (%) Swimming, diving or 37 1 30 39 1 43 36 1 17 lifesaving Other game na 24 2 na9 35 2 44 18 =3 skills Gym 21 3 33 27 3 39 18 =3 26 Football 14 4 28 10 =5 28 17 4 29 Athletics 11 =6 35 9 =7 32 12 5 37 Rounders 11 =6 31 9 =7 36 11 6 25 Aerobics, 8 =8 15 11 4 21 7 =11 8 keep fit Dance 8 =8 11 8 8 11 7 =11 11 classes Basketball 6 =10 15 1 =20 4 9 7 26 Horse 6 =10 1 6 =10 * 6 =15 1 riding Cricket 5 =16 16 3 13 16 7 =11 17 Cycling 5 =16 4 5 11 5 5 =17 4 Hockey 5 =16 17 2 =17 9 6 =15 27 Tennis 5 =16 18 2 =17 9 6 =15 28 Netball 5 =16 19 1 =20 12 7 =11 26 Walking 5 =16 3 4 12 3 5 =17 4 Goalball 4 =18 na 6 =10 na 4 18 na Cross country, 4 =18 14 2 =17 11 6 =15 18 jogging and running Badminton 3 =20 10 1 =20 1 5 19 20 Baseball 3 =20 4 2 =17 2 3 20 6

5.4.2 Participation in sport frequently in lessons: gender and age

Table 5.11 shows the top twenty sports undertaken frequently in school lessons by sex and age group.

Girls were more likely than boys to have undertaken other games skills (26% vs 22%), gym (23% vs 20%), rounders (12% vs 9%), aerobics (11% vs 6%), dance classes (9% vs

8 The 1999 survey of all young people grouped children into year groups. However, since special schools are not divided into strict years and young disabled people may not be in a year related to their age, the age variable rather than year variable has been used for analysis in the disabled young persons survey (see section 1.6 for more details). In this table we have used the age variable for young disabled people to make a comparison with primary and secondary school years groups for all young people. Despite the recognition that this does not compare like with like, there is enough overlap between the years that the 6-10 and 11-16 age groups of young disabled people and the primary and secondary school year groups to enable comparison. 9 na= Not asked

63 6%) and netball (8% vs 1%) frequently in school lessons over the last year, whilst boys were more likely to have undertaken football (22% vs 7%) and cricket (8% vs 3%). Socialisation into gender differences in sport occurs as children grow older and therefore these gender differences are more noticeable for ages 11-16 than for the younger age group (ages 6-10).

The proportions of children aged 6-10 who had undertaken other game skills and gym frequently were significantly higher than for age 11-16 by more than 5%. However, over 5% more young people in the older age group than those in the young age group had undertaken football, basketball and netball frequently.

Table 5.11: Top twenty sports undertaken frequently in school lessons by sex and age group Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls Total % % % % % % % % % Swimming, diving 41 38 39 37 36 36 38 37 37 or lifesaving Other game skills 34 37 35 14 21 18 22 26 24 Gym 27 28 27 16 21 18 20 23 21 Football 15 5 10 26 8 17 22 7 14 Athletics 8 10 9 11 13 12 10 12 11 Rounders 10 8 9 9 13 11 9 12 11 Aerobics, keep fit 8 14 11 4 10 7 6 11 8 Dance classes 8 9 8 5 9 7 6 9 8 Basketball 2 1 1 11 8 9 7 5 6 Horse riding or 7 6 6 6 7 6 6 7 6 pony trekking Cricket 4 1 3 10 4 7 8 3 5 Cycling 6 4 5 6 4 5 6 4 5 Hockey 2 2 2 5 7 6 4 5 5 Tennis 2 2 2 6 7 6 4 5 5 Netball - 2 1 2 11 7 1 8 5 Walking 4 4 4 5 5 5 5 5 5 Goalball 6 5 6 4 3 4 5 4 4 Cross country, jogging and 2 2 2 6 5 6 5 4 4 running Badminton 1 1 1 4 5 5 3 4 3 Baseball 3 2 2 3 3 3 3 2 3

Base: All young 428 401 835 690 737 1450 1121 1130 2293 people

Table 5.12 shows the top twenty sports participated in frequently in school and compares participation between young disabled people and the overall population of young people by gender. The differences and similarities between disabled boys and all boys and disabled girls and all girls generally reflect the differences and similarities between the overall populations. Therefore, young disabled boys and girls were less likely than their counterparts in the general population to undertake most types of sport. However, both disabled boys and disabled girls were more likely than their non-disabled counterparts to have participated in swimming and horse riding frequently in school and they were both

64 just as likely to participate in cycling and walking. Also, disabled boys (6%) were just as likely as boys in the overall population (7%) to participate in dancing and disabled girls (2%) were just as likely as non-disabled girls (2%) to participate in baseball.

Table 5.12: Most popular sports in school lessons differences between young disabled people (2000) and the overall population of young people (1999) by sex Participated 10 or more times in last year Participated in Total Total Ranking Boys Ranking Girls Total Boys Girls school Ranking 1999 Boys 1999 Girls 1999 lessons on 10 Young Young All Young Young All Young Young All or more times disabled disabled young disabled disabled young disabled disabled young in last year people people people people people people People people people (%) (%) (%) (%) (%) (%) Swimming, diving or 37 1 30 38 1 30 37 1 31 lifesaving Other game 24 2 na10 22 =3 na 26 2 na skills Gym 21 3 33 20 4 30 23 3 36 Football 14 4 28 22 =3 44 7 =10 12 Athletics 11 =6 35 10 5 33 12 =5 36 Rounders 11 =6 31 9 6 23 12 =5 39 Aerobics, 8 =8 15 6 =12 10 11 6 20 keep fit Dance 8 =8 11 6 =12 7 9 7 15 classes Basketball 6 =10 15 7 8 18 5 =14 12 Horse riding 6 =10 1 6 =12 1 7 =10 3 Cricket 5 =16 16 8 7 24 3 19 8 Cycling 5 =16 4 6 =12 4 4 =18 5 Hockey 5 =16 17 4 =17 12 5 =14 23 Tennis 5 =16 18 4 =17 16 5 =14 20 Netball 5 =16 19 1 20 4 8 8 34 Walking 5 =16 3 5 =15 3 5 =14 4 Goalball 4 =18 na 5 =15 na 4 =18 na Cross country, 4 =18 14 5 =15 15 4 =18 14 jogging and running Badminton 3 =20 10 3 =19 8 4 =18 12 Baseball 3 =20 4 3 =19 6 2 20 2

Base: All 2293 3319 1121 1661 1130 1653 young people

5.4.3 Participation in sport frequently in lessons: disability type

Generally, those with a hearing disability were most likely to have undertaken all sports with the exception of swimming (34%) and horse riding (2%), which they were the least likely to have undertaken frequently, and also other games skills.

Reflecting the variation by disability type for types of sport undertaken at least once in school lessons, those with a mobility disability were generally the least likely to have

10 na = not asked

65 undertaken each sport frequently, with the exception of swimming (39%) and horse riding (7%).

66 Table 5.13 : Top 20 sports undertaken frequently (at least ten times) in school by disability type. Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % Swimming, diving 36 34 42 39 39 35 42 35 37 or lifesaving Other game skills 24 24 26 21 26 24 25 21 24 Gym 20 22 24 16 22 21 21 18 21 Football 12 16 14 9 14 13 10 11 14 Athletics 10 11 10 7 11 11 8 8 11 Rounders 9 11 8 6 9 10 6 10 11 Aerobics, keep fit 8 11 8 5 8 8 6 7 8 Dance classes 9 9 8 7 8 6 8 7 8 Basketball 5 8 4 3 5 6 3 6 6 Horse riding or 6 2 9 7 7 6 9 5 6 pony trekking Cricket 6 6 5 3 5 6 3 5 5 Cycling 4 6 4 3 5 6 4 5 5 Hockey 6 4 3 3 4 4 2 3 5 Tennis 4 4 3 3 4 4 2 4 5 Netball 5 7 3 2 4 4 2 5 5 Walking 4 6 5 3 5 5 4 5 5 Goalball 4 4 5 4 5 4 4 3 4 Cross country, jogging and 4 4 4 1 4 4 2 3 4 running Badminton 3 4 2 2 3 3 2 3 3 Baseball 2 2 2 2 2 3 2 2 3

Base all young 750 293 1336 1017 1746 1269 1339 1166 2293 people

There are also some noticeable variations between school type. Twice the proportions of young people with a disability who attend a special school (48%) compared to those in a mainstream school (24%) had participated in swimming frequently in school over the last 12 months. A higher proportion of those in special schools also participated in other games skills (27% vs 22%) and gym (23% vs 20%) frequently than in mainstream schools.

Table 5.14: Top 5 sports undertaken frequently (at least ten times) in school by school type. Special school Mainstream school Total % % % Swimming, diving or lifesaving 48 24 37 Other game skills 27 22 24 Gym 23 20 21 Football 14 13 14 Athletics 11 12 11 Base: 1313 808 2293 All young people

67 5.5 Types of sports taken part in during school time

The previous section has shown that swimming was the most common activity in school lessons followed by other games skills, gym, football and athletics.

The following section focuses more closely on the five main categories of activity identified in the 1999 survey of all young people11; games, athletics and gymnastics, swimming, dance and skating, and outdoor and adventurous activities.

Table 5.15: Participation in each category of activity at least once and at least 10 times overall compared with all young people. Disabled All young people Disabled All young people young people At least once young people At least ten times At least once % At least ten times % % % Athletics and Gymnastic 71 93 37 60 Activities Games 66 92 32 64 - Team 58 90 27 62 -Racquet 27 55 8 24 -Other 26 5 8 2 Swimming 57 48 37 30 Outdoor and 40 37 15 11 adventurous activities Dance/Ice-skating 23 28 8 11

Base: all young people 2293 3319 2293 3319

5.5.1 Games – team, racquet and other

The proportion of young disabled people who had participated in team games such as football and rounders at least once was significantly lower than the population of young people overall (66% vs 92%). In addition, twice as many young people in the overall population had participated in games frequently compared to young disabled people (32 vs 64%). Participation for young disabled people, both at least once and at least 10 times, in games was higher among the older age group and boys, a pattern that reflects the overall population of young people.

11 Sports activities within each category are listed in Appendix 9.

68 It is apparent that team games were played more than racquet games, a pattern that reflects the overall population of young people. ‘Other’ games were played just as much as racquet games by young disabled people, and participation in ‘other’ games by young disabled people was higher than the proportion participating in the overall population of young people both at least once and frequently.

Team games are particularly important in fostering team spirit, and can also be potentially socially important for integrating the disabled and non disabled. The older age group were more likely to participate in team games and boys more than girls (Chart 5.3a & b).

Racquet and other games were also played more by older than younger children. Older girls were more likely than older boys to participate in racquet games, whilst there was no difference between the sexes in the younger age group(Chart 5.4a & b). Boys in both age groups were slightly more likely than girls to play ‘other’ games at least once, but there was no difference between the sexes for those participating at least 10 times (Chart 5.5a & b).

69 Chart 5.3a Percentages who did one or more team games in school lessons a) at least once

70

60

50

40

30

20

10 Age 6-10 Boys Girls Age 11-16

Chart 5.3b Percentages who did one or more team games in school lessons b) at least 10 times

35

30

25

20

15

10

5

0 Age 6-10 Age 11-16 Boys Girls

70 Chart 5.4:a Percentages who did one or more racquet games in school lessons a) at least once

40

30

20

10

0 Age 6-10 Age 11-16 Boys Girls

Chart 5.4b:Percentages who did one or more racquet games in school lessons b) at least 10 times

12

10

8

6

4

2

0 Age 6-10 Age 11-16 Boys Girls

71 Chart 5.5a: Percentages who did one or more ‘other’ games in school lessons a) at least once

35

30

25

20

15

10

5

0 Age 6-10 Age 11-16 Boys Girls

Chart 5.5b: Percentages who did one or more ‘other’ games in school lessons b) at least ten times

10

8

6

4

2 Age 6-10 Age 11-16

Boys Girls

5.5.2 Athletics and gymnastics

The majority (71%) of young disabled people had taken part in athletics and gymnastic activities at least once in the last year in school, although only 37% had taken part at least 10 times. Again, young disabled people were less likely than the overall population of young people to have taken part in athletics and gymnastic activities, both at least once and at least 10 times in the last year in school lessons.

72 The pattern for participation in athletic and gymnastic activities does not reflect that of games. The younger age group were more likely than the older age group to participate in athletics and gymnastic activities both at least once and at least 10 times. Older girls were more likely to participate than older boys, but there was no difference between the sexes in the younger age group.

Chart 5.6a: Percentages who did one or more athletic or gymnastic activity in school lessons a) at least once

80

75

70

65

60 Age 6-10 Age 11-16 Boys Girls

Chart 5.6b: Percentages who did one or more athletic or gymnastic activity in school lessons b) at least 10 times 45

40

35

30

25

20

15 Age 6-10 Age 11-16 Boys Girls

73 5.5.3 Swimming

Overall participation in swimming by young disabled people was relatively high compared to the overall population of young people both at least once (57% vs 48%) and at least 10 times (37% vs 30%).

Participation both at least once and at least 10 times was higher amongst younger boys than both older boys and girls in the same age group. The difference between the sexes in the older age group and between younger and older girls was not significant.

Chart 5.7a: Percentages who did swimming in school lessons a) at least once

62

60

58

56

54

52 Age 6-10 Age 11-16 Boys Girls

Chart 5.7b: Percentages who did swimming in school lessons b) at least 10 times 41

40

39

38

37

36

35

34 Age 6-10 Age 11-16 Boys Girls

74 5.5.4 Dance and ice skating

Twenty three per cent of young disabled people had participated in dance and ice- skating in school lessons at least once, compared to 28% of all young people and 8% compared to 11% had participated at least 10 times. Participation was higher amongst older girls than older boys, although there was no difference between the sexes in the younger age group. Younger boys were more likely than older boys to participate both at least once and at least 10 times and older girls were more likely than younger girls to participate at least once, although there was no difference between older and younger girls in terms of those participating at least 10 times.

75 Chart 5.8a: Per centages who did dance or ice skating in school lessons12 a) at least once

30

25

20

15

10

5

0 Age 6-10 Age 11-16 Boys Girls

Chart 5.8b: Percentages who did dance or ice skating in school lessons12 b) at least 10 times 9

8

7

6

5

4

3 Age 6-10 Age 11-16 Boys Girls

12 Excluding roller-skating/blading/boarding to enable comparison with 1999 survey of all young people

76 5.5.5 Outdoor and adventurous activities

Young disabled people were slightly more likely to have participated in outdoor and adventurous activities at least once (40% compared to all young people 37%) and at least 10 times (15% compared to 11%). The older age group were more likely to have participated in outdoor and adventurous activities at least once compared to the younger age group, although there was no difference between the sexes. In terms of those participating at least 10 times, younger boys were slightly more likely than younger girls to have participated at least 10 times.

Chart 5.9a: Percentages who did one or more outdoor or adventurous activity in school lessons a) at least once

45

40

35

30

25

20 Age 6-10 Age 11-16 Boys Girls

Chart 5.9b: Percentages who did one or more outdoor or adventurous activity in school lessons b) at least 10 times 16

15

14

13

12

11

10 Age 6-10 Age 11-16 Boys Girls

77 5.5.6 Type of sport by disability type

The pattern that has been apparent throughout this report is that, generally (with some exceptions) those with a hearing disability were the most likely to undertake all kinds of sport and those with a mobility disability the least likely. This pattern is seen for those undertaking each sporting category at least once. Those with a hearing disability were the most likely to undertake athletics, games, team games, racquet games, outdoor adventurous activities and dance/ice skating. However, they were one of the least likely groups to have undertaken ‘other’ games and swimming. Those with a mobility disability were the least likely to have undertaken all activities, with the exception of racquet games, which those with a self-care related disability were the least likely to have undertaken at least once in school lessons, and swimming which those with pain and those with a hearing disability were the least likely to have undertaken. Although it is not always as obvious, this general pattern was replicated for participation frequently in each category of activity. Table 5.16: Participation in each category of activity at least once and frequently (at least 10 times) by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % At least once

Athletics and 70 76 72 62 73 70 67 66 71 gymnastics activities Games 64 74 61 56 66 66 57 65 66 - Teams 57 65 52 46 58 59 47 56 58 - Racquet 28 34 22 22 26 27 19 28 27 - Other 26 24 27 24 27 26 26 24 26 Swimming 58 55 64 60 59 56 62 55 57 Outdoor and adventurous 38 42 41 35 40 39 37 36 40 activities Dancing/Ice- 25 28 23 21 23 21 21 21 23 skating At least 10 times

Athletics and 37 39 39 29 38 36 35 31 37 gymnastics activities Games 31 35 28 23 31 30 24 28 32 - Teams 25 30 21 17 25 24 17 23 27 - Racquet 8 8 5 6 6 7 4 8 8 - Other 10 7 8 9 8 7 8 7 8 Swimming 36 35 42 39 39 36 42 35 37 Outdoor and adventurous 13 15 16 12 15 15 15 14 15 activities Dancing/Ice- 9 10 9 8 8 7 8 7 8 skating Base all young 750 293 1336 1017 1746 1269 1339 1166 2293 people

78 5.5.7 Type of sport by school type

It is possible that different types of sport that are encouraged and undertaken at special schools compared to those undertaken at mainstream schools. Those respondents attending a special school were less likely than those attending a mainstream school to have undertaken games in general, and more specifically team games and racquet games both at least once and frequently. They were also less likely to have undertaken athletics and gymnastic activities at least once. Those attending a special school, however, were more likely to have undertaken athletics and gymnastic activities, and dance/ice skating frequently and ‘other’ games, swimming and outdoor adventurous activities both at least once and frequently.

Table 5.17 Participation in each category of activity at least once and frequently (at least 10 times) by type of school Special School Mainstream Special School Mainstream At least once school At least ten school % At least once times At least ten % % times % Athletics and 71 74 39 36 Gymnastic Activities Games 63 72 30 37 - Team 52 68 23 32 -Racquet 22 35 5 12 -Other 76 24 10 5 Swimming 73 27 48 24 Outdoor and 47 30 19 10 adventurous activities Dance/Ice-skating 24 22 10 6

Base: all young 1313 808 1313 808 people

5.6 Time spent on PE in a week in school (hours)

The amount of time spent in PE lessons in school is important for giving all young people a rounded education, both physically and intellectually. It is particularly important for young people with a disability or severe illness who might be less likely to take advantage of out of school or extra curricular sporting facilities. The 1999 report for the overall population of young people expressed concern about the decline in the time spent on PE in primary schools. The picture is even more worrying for young disabled children of

79 primary school age and, furthermore, the results show that this concern should be extended to those in the older age group.

As chart 5.10 shows, 13% of young disabled people spent less than 30 minutes on PE. The highest proportion of young people with a disability (32%) spent on average between 30 and 59 minutes a week in PE lessons, compared to 18% of the general population of young people surveyed in 199913.

Chart 5.10: Average time spent per week in PE lessons

Less than 30 minutes a week

30-59 mins

1hr - 1hr 29 mins

1 hr 30 - 1 hr 59

2 hrs-2hrs 29 mins

2 hrs 30 mins- 2 hrs 59

3 hrs or more

0 5 10 15 20 25 30 35 % Table 5.18 shows the average time per week spent in PE lessons by age and sex and table 5.19 compares the results with the overall population of young people.

Fifteen per cent of primary school age children (age 6-10) spent on average less than 30 minutes a week in PE, an average that was significantly higher for girls (20%) compared to boys (10%). A further 38% spent between half and hour and an hour a week in PE lessons, compared to 30% of the overall population of primary school children.

13 In the 1999 survey for the general population of young people, the number of hours spent on PE was based on 125 teachers’ estimations. In order to be directly comparable to the 1994 survey, the responses were scaled up to represent the number of children responding from each school. However, in some schools where teachers participated, children did not and vice versa. Hence the base for this question did not represent responses from all teachers or all participating children. In addition, it was assumed that within each school, the time spent on PE lessons was the same for each child. As a result, no respondents answered don’t know or did not state an answer. In order to enable comparison with the 1999 report for young people, the 430 respondents who answered don’t know or did not state an answer in the disabled young people’s survey, have been excluded.

80 The proportion of older disabled children spending less than an hour a week on PE (41%) was lower than primary school aged children (53%). However, the proportion spending between 30-59 minutes a week in PE lessons (29%) was significantly lower than the proportion of all secondary school children (6%) spending the same amount of time on PE lessons. The small amount of time that older disabled children spend on PE lessons a week is therefore as much as a cause for concern as it is for younger disabled children.

Table 5.18: Average time per week in PE lessons by sex and age and overall Number of days Ages 6-10 Ages 11-16 Total ages 6-16 per week in PE Boys Girls Total Boys Girls Total Boys Girls Total lessons % % % % % % % % %

Less than 30 mins 10 20 15 11 12 12 11 15 13 30-59 mins 39 37 38 28 30 29 32 32 32 1hr – 1hr 29 mins 23 16 19 24 19 21 23 18 20 1 hr 30 – 1 hr 59 10 14 12 15 15 15 13 15 14 2 hrs-2hrs 29 mins 9 6 8 10 11 11 10 9 10 2 hrs 30 mins- 2 hrs 3 3 3 3 5 4 3 4 3 59 3 hrs or more 6 5 5 9 8 9 8 7 7 Base: Young people who provided the 345 329 674 558 605 1180 1121 1130 1863 information14

Table 5.19: Average time per week in PE lessons - differences between young disabled People (2000) and the overall population of young people (1999) Average time in PE Total Primary Primary Secondary Secondary Total lessons a week Years Ages 6-10 Years 2-6 Ages 11-16 Years 7-11 Ages 6-16 2-11 Young All young Young All young Young All young disabled people disabled people disabled people (%) (%) (%) (%) (%) (%)

Less than 30 mins 15 na15 12 na 13 na 30-59 mins 38 30 29 6 32 18 1hr – 1hr 29 mins 19 31 21 13 20 22 1 hr 30 – 1 hr 59 12 24 15 29 14 26 2 hrs-2hrs 29 mins 8 9 11 38 10 22 2 hrs 30 mins- 2 hrs 3 3 4 7 3 5 59 3 hrs or more 5 3 9 8 7 5 Base: Young people who provided the 679 1350 1180 1241 1863 2591 information12

14 In order to ensure that the findings are comparable with the 1999 young persons survey, those who answered don’t know or did not state an answer have been excluded (430 missing cases). 15 na = not asked

81 This concern is confirmed when the proportion spending two or more hours in PE lessons a week is investigated.

First, the overall proportion of young disabled people spending two or more hours in PE lessons (20%) was significantly lower than the overall population of young people (32%).

A higher proportion of older disabled children (24%) than younger disabled children (16%) spent over 2 hours in PE lessons. Furthermore, in the younger age group, boys (18%) were more likely to spend over two hours in PE lessons compared to girls (14%). However, in the older age group, girls (24%) were no less likely than boys (22%) to have spent over 2 hours in PE lessons and, if anything, they were more likely (see chart 5.11).

Nevertheless, whilst primary school aged disabled children (16%) were just as likely as all primary school children (15%) to spend two hours or more on PE lessons a week, nearly half as many secondary-school aged disabled children (24%) spent two or more hours a week in PE compared all secondary school children (53%). This suggests that whilst all primary school aged children, regardless of disability, are spending an unacceptably low proportion of their time in PE lessons a week, the concern in the secondary school age group is for the disabled population.

Chart 5.11 : Per centage of young people with a disability or severe illness who spent two hours or more per week in PE lessons, by year and sex

Total

Girls

Boys

0 5 10 15 20 25 % Ages 11-16 Ages 6-10

82 The type of disability that a young person had did not have a huge effect upon the amount of hours spent in PE lessons. Nevertheless, there is some variation between the disability types. Those with a speech disability appear to spend the highest amount of time in PE (44%, the lowest proportion of all disability types, spend less than an hour and 22%, the highest proportion of all disability types, spend more than 2 hours in PE a week) and those with pain, the least (49% spend less than an hour on PE and 17% more than two hours).

Table 5.20: Time spent in PE (hours) by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % %

Less than 59 mins 47 45 44 49 45 47 47 49 45 1hr – 1hr 29 mins 21 24 22 18 21 20 20 20 20 1 hr 30 – 1 hr 59 13 13 13 13 14 13 13 14 14 2 hrs or more 19 18 22 19 20 20 19 17 20

Base: Young people who 621 230 1063 826 1427 1038 1071 949 1863 provided the information14

The type of school that young disabled people attended was related to the amount of time spent on PE lessons in a week. It is clear from table 5.21 that young disabled people in special school are more likely to spend a greater number of hours in PE lessons a week, compared to those in mainstream school. Those in a special school were less likely to spend under an hour in PE (41%) compared to those in mainstream schools (51%) and were more likely to spend over two hours in PE lessons (24% compared to 15%).

Table 5.21: Time spent in PE (hours) by school type Mainstream Special school Total school % % %

Less than 30 mins 11 14 13 30-59 mins 30 37 32 1hr – 1hr 29 mins 21 20 20 1 hr 30 – 1 hr 59 14 14 14 2 hrs-2hrs 29 mins 10 9 10 2 hrs 30 mins- 2 hrs 4 2 3 59 3 hrs or more 10 4 7

Base: Young people 1041 697 who provided the 1863 information14

83

5.7 Time spent on PE in a week in school (days)

The number of hours spent on PE can be concentrated to one day, or it can be spread over several days during the school week. Young people were asked how many days a week they had done PE, games, swimming, dance or sport lessons in this school year.

Overall, 6% had not done PE on any days a week, 31% had done PE on one day a week and 38% on two days a week.

Chart 5.12: Average number of days per week spent in PE, games, swimming, dance or sport lessons in this school year – all age groups (6-16)

On no days a week

1 day a week

2 days a week

3 days a week

4 days a week

5 (or more) days a week

Don't know/ not stated

0 10 20 30 40

Only those in years 2-6 in the 1999 survey of all young people were asked about the number of days a week they undertook PE. Therefore, it is only possible for comparison to be made between young disabled people aged 6-10 and all young people in years 2-6. Also, it should be pointed out that young people in the general population were not given the option ‘no days a week’. Thirty per cent of young disabled people aged 6-10 compared to 20% of primary school children had done PE on only one day a week, whilst a lower proportion had undertaken PE on two, three and four1 days a week. The highest proportion for both groups had undertaken PE on 2 days a week, although the proportions were higher for all primary school children (55%) compared to young disabled people aged 6-10 (42%).

84 Chart 5.13: Average number of days per week spent in PE, games, swimming, dance or sport lessons in this school year: comparison of disabled people aged 6-10 with all primary school children (years 2- 6)16

On no days a week

1 day a week

2 days a week

3 days a week

4 days a week

5 (or more) days a week

Don't know/ not stated

0 10 20 30 40 50 60 % Young disabled people All young people

The overall proportions were broadly similar for boys and girls and for older and younger children. However, older children were more likely to have spent no days (7%) compared to their younger counterparts (3%). Younger children (42%) were more likely than the older age groups (36%) to have undertaken PE lessons on 2 days a week and older boys (38%) more likely than older girls (35%).

16 NB. Young people in the general population were not given the option ‘no days a week’

85 Table 5.22 : Number of days per week on which young people had done PE, games, swimming, dance or sport lessons in this school year by age and sex

Number of days Ages 6-10 Ages 11-16 Total ages 6-16 per week in PE Boys Girls Total Boys Girls Total Boys Girls Total lessons % % % % % % % % %

0 2 3 3 7 8 7 5 6 6 1 29 31 30 31 31 31 30 31 31 2 41 42 42 38 35 36 39 37 38 3 15 13 14 12 12 12 13 13 13 4 2 3 2 2 3 3 2 3 3 5 or more 2 1 1 2 2 2 2 2 2 Don’t know/not 9 7 8 8 10 9 9 9 9 stated

Base: All young 428 401 835 690 737 1450 1121 1130 2293 people

There is not a huge amount of variation by disability type in terms of the number of days spent on PE. However, those with a mobility disability were most likely (together with those with pain) not to have spent any days on PE (8%) but the least likely (34%) to have spent two days on PE. However, those with a hearing disability were one of the least likely (together with those with a speech or cognitive disability) to have spent no days on PE (4%) and the most likely to have spent two days on PE (41%).

Table 5.23: Number of days per week on which young people had done PE, games, swimming, dance or sport lessons in this school year by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % %

0 6 4 4 8 4 6 6 8 6 1 33 30 30 33 31 32 31 31 31 2 38 41 38 34 38 37 36 37 38 3 13 12 15 13 13 12 14 12 13 4 2 2 3 2 3 2 3 2 3 5 or more 2 2 2 1 2 2 2 2 2 Don’t know/not 7 9 9 9 8 9 10 9 9 stated Base: Young people who 750 293 1336 1017 1746 1269 1339 1166 2293 provided the information17

17 In order to ensure that the findings are comparable with the 1999 young persons survey, those who answered Don’t know or did not state and answer have been excluded (430 missing cases).

86 Generally young disabled people attending special school had spent more days undertaking PE in a week. Three per cent of those attending a special school, compared to 7% of those attending a mainstream school, had spent no days on PE a week. Thirty four per cent of young disabled people at a special school had spent two days on PE compared to 47% of those at a mainstream school and twice as many special school pupils (16%) as pupils in a mainstream type of school (8%) had spent three days on PE.

Table 5.24: Number of days per week on which young people had done PE, games, swimming, dance or sport lessons in this school year by school type Special school Mainstream school Total % % %

0 3 7 6 1 32 29 31 2 34 47 38 3 16 8 13 4 3 2 3 5 or more 2 1 2 Don’t know/not stated 10 6 9

1313 808 Base: All young people 2293

Some parents and young people also voiced their concerns about the low amount of time spent on PE by young disabled. A mother of a primary school-aged child expressed direct concern about the low amount of hours spent on PE compared to other subjects:

“P.E is only 1 lesson per week because of the new law on [the hours to be spent on] literacy …numeracy …science per week.18” Mother of girl, aged 9.

Others were concerned that those who had a cognitive disability but were not physically disabled received little encouragement by the school to participate in sport.

“I have been concerned about his weight gain over the last 2 years, exacerbated in part by the relatively low level of physical activities at school. [My son’s school] is a special needs school whose main intake comprises physical as opposed to mental disabilities. (Michael is diagnosed with Asperger’s Syndrome, yet physically healthy). I fell he has suffered as a result of his school’s curtailment in the physical sector, and through a sedentary habit imposed. Thus, exercise/ sport has diminished in importance to him” Mother of boy, aged 14.

18 All names in quotes have been changed for reasons of confidentiality

87 However, physically disabled children also benefit from sports participation. The father of a boy with a brain injury recognised this and consequently expressed concern that his physically disabled child was not receiving adequate PE lessons at school:

“His school (he has left now) seemed to be more interested in the able bodied - handicapped. If left to some exercises in school the staff always ask for his wheel chair and PE consisted of pushing him around to music...Perhaps the school lacked a full time sports advisors (ie. Someone … qualified and trained). We, his parents, taught him to crawl and walk...what he needed was something which would d expand his enjoyment of sport” Father of boy, aged 16 with brain injury.

As we have seen, both parents concerns about lack of PE are supported by the data, which demonstrates that all disabled children were spending an inadequate amount of time on PE lessons, regardless of disability type.

88 Table 5.25: All sports undertaken in school lessons by sex and age Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls Total % % % % % % % % % Games 28 20 24 40 34 37 5 39 32 Team games 22 16 19 35 28 31 30 24 27 Football 15 5 10 26 8 17 22 7 14 Netball - 2 1 2 11 7 1 8 5 Hockey 2 2 2 5 7 6 4 5 5 Cricket 4 1 3 10 4 7 8 3 5 Rugby 1 1 1 4 1 3 3 1 2 Rounders 10 8 9 9 13 11 9 12 11 Basketball 2 1 1 11 8 9 7 5 6 Volleyball - 1 * 3 4 3 2 3 2 Baseball 3 2 2 3 3 3 3 2 3 Racquet games 3 4 3 9 12 11 7 9 8 Tennis 2 2 2 6 7 6 4 5 5 Badminton 1 1 1 4 5 5 3 4 3 Squash - 1 * * 1 1 * 1 * Table tennis * 1 * 3 3 3 2 2 2 Other games 8 6 7 10 8 9 9 8 8 Golf * - * 1 1 1 1 * 1 Bowls * * * 1 1 1 1 1 1 Skittles 2 Boccia - 1 * 2 2 2 1 2 2 Goalball 6 5 6 4 3 4 5 4 4 Swimming 41 38 39 37 36 36 38 37 37 Swimming, diving or 41 38 39 37 36 36 38 37 37 lifesaving Athletic/ gymnastic 43 44 43 31 36 34 35 39 37 activities Cross country, 2 2 2 6 5 6 5 4 4 jogging and running Athletics 8 10 9 11 13 12 10 12 11 Gym 27 28 27 16 21 18 20 23 21 Other game skills 34 37 35 14 21 18 22 26 24 Aerobics, keep fit 8 14 11 4 10 7 6 11 8 Judo / martial arts 1 * * 1 1 1 1 1 1 Boxing / wrestling - 1 * 1 * 1 1 * 1 Dance and skating 8 9 9 6 9 8 7 9 8 Dance classes 8 9 8 5 9 7 6 9 8 Ice skating * 1 1 1 * 1 1 1 1 Roller skating etc. 1 2 2 2 1 1 2 1 1 Outdoor adventurous 16 13 15 16 15 16 16 15 15 activities Orienteering * 1 * 1 2 1 1 1 1 Walking (for more 4 4 4 5 5 5 5 5 5 than hour) Climbing 1 1 1 1 1 1 1 1 1 Skiing - 1 * * * * * * * Cycling 6 4 5 6 4 5 6 4 5 Horse riding or pony 7 6 6 6 7 6 6 7 6 trekking Sailing / windsurfing 1 - * * * * * * * Rowing - 1 * 1 1 1 1 1 1 Fishing 1 - 1 1 * 1 1 * 1

Base: All young 428 401 835 690 737 1450 1121 1130 2293 people

89 Chapter 6 Sport Out of School Lessons

In this chapter, the level and type of sport undertaken out of school lessons will be investigated. Out-of-lessons is defined as lunch breaks within the school day, after school hours or at weekends, during half-term or in the school holidays. It also includes extra- curricular sports. The structure of the chapter is similar to the previous chapter (Sport in school lessons); describing the number of sports which young people participate in both at least once and frequently (at least 10 times) and the types of sports which are played out-of-lessons. The chapter then focuses on five categories of activity; games, athletics and gymnastics, swimming, dance and skating and outdoor and adventurous activities. Findings on time spent on sport and exercise out-of-lessons are also analysed.

Summary

85% of young people with a disability had undertaken sport out of school in the last year, compared to 98% of all young people. Furthermore, 56% had undertaken sport frequently out of school lessons compared to 87% of all young people surveyed in 1999.

Disabled young people were also participating in a lower number of sports out of school compared to all young people. The average number of sports that young disabled people had undertaken at least once in school lessons was 4.7 compared to 10.3 undertaken by all young people. The average number of sports undertaken frequently was 1.7 compared to 4.4.

The top five sports undertaken out of school lessons at least once were swimming, football, other games skills, cycling and walking. The same sports, although ranked slightly differently, were the five sports undertaken frequently out of school.

Young disabled people were less likely than the overall population of young people to have undertaken all sports at least once and frequently out of school lessons, with the exception of dancing at least once and baseball and skittles frequently, which they were just as likely to have undertaken.

Generally, those with a hearing disability were the most likely to have undertaken each individual sport and those with a mobility disability the least, both at least once and frequently out of school lessons, with the exception of horse-riding.

90 Young disabled people were less likely to have undertaken sport on every occasion compared to all young people. They were most likely to have taken part in sport out of school lessons during the holidays.

Only 18% of young disabled people spent five hours a week on sport out of school lessons compared to 47% of all young disabled.

19% of young disabled people, compared to 3% of the overall population of young people did not spend any time on sports and exercise in the last summer holidays. At the other extreme, only 10% of young disabled people compared to 29% of general young people spent over 15 hours a week on sport and exercise.

6.1 The level of participation ‘at least once’ out of school lessons

A lower proportion of young disabled people had participated in some kind of sport at least once out of school lessons in the last year than did so in school lessons (85% vs 90%). The participation rate out of school is also significantly lower than the overall population of young people (85% vs 98%).

Table 6.1 shows the number of sports done at least once out of school by age group and sex and Chart 6.1 by sex only. Girls (83%) were less likely to have participated in sport out of school than were boys (86%), a pattern that was mainly due to the comparatively low participation of girls in the older age group (82% compared to 86% of older boys).

The average number of sports undertaken out of school at least once by young disabled people is 4.7, compared to 10.3 for the overall population of young people.

Younger disabled children (4.6) were less likely to undertake a wide range of sports than older children (4.9). The average number for boys (4.9) was slightly more than for girls (4.5). Younger girls (4.1) had undertaken the lowest number of sports of any group, and had undertaken a significantly lower number compared to the both younger boys (5.0) and older girls (4.8).

Whilst the number of sports undertaken by young disabled people ranged from none to over sixteen, the highest proportions of young disabled people had undertaken very few sports compared to the population of young people overall. Forty nine per cent, compared to only 10% of all young people, had undertaken 3 sports or less and 71% compared to 28% had undertaken 6 or less. Furthermore, only 3% compared to 19% had undertaken 16 or more.

91

Table 6.1: Number of sports done at least once out of school by age and sex Number of sports taken Ages 6-10 Ages 11-16 Total ages 6-16 part in at least once out Boys Girls Total Boys Girls Total Disabled All 1999 of school lessons and % % % % % % % % mean

0 13 15 14 14 18 16 15 2 1-3 35 39 37 33 32 33 34 8 4-6 22 25 23 23 21 22 22 18 7-9 16 11 14 15 12 13 14 21 10-12 6 7 7 8 8 8 8 19 13-15 6 2 4 4 4 4 4 13 16 or more 2 2 2 3 4 3 3 19 Mean 5.0 4.1 4.6 4.9 4.8 4.9 4.7 10.3 Base: All young people 428 401 835 690 737 1450 2293 3319

Chart 6.1: Number of sports done at least once out of school by sex

Sixteen or more Girls Thirteen-fifteen Boys ten-twelve

seven-nine

Four -six

one -three

None

Mean

0 5 10 15 20 25 30 35 %

Disability type impacts upon the level of participation in sport at least once out of school. Those with a mobility disability were least likely to be undertaking a wide range of sports out of school whilst those with a hearing disability, were the most likely.

Only 81% of young people with a mobility disability had undertaken sport out of school compared to 89% of those with a hearing disability.

92 The average number of sports undertaken at least once out of school ranged from 3.6 undertaken by those with a mobility disability to an average of 5.8 undertaken by those with a hearing disability.

Table 6.2: Number of sports done at least once out of school by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % 15 0 15 11 16 19 15 16 17 17 1-3 35 29 37 41 35 35 39 35 34 4-6 22 21 22 21 23 22 23 21 22 7-9 15 4 14 10 14 12 11 13 14 10-12 7 10 7 5 8 8 6 7 8 13-15 4 4 3 3 4 4 3 4 4 16 or more 3 5 2 1 3 3 2 2 3

Mean 4.6 5.8 4.3 3.6 4.6 4.7 3.9 4.5 4.7

Base: All young 750 293 1336 1017 1746 1269 1339 1166 2293 people

6.2 Sports participated in at least once out of school lessons

Chart 6.2 shows the top 20 sports participated in at least once out of school. Swimming was the most common sport undertaken out of school lessons. Over two thirds (68%) had undertaken swimming followed by football (39%), other games skills (32%), cycling (29%) and walking (29%).

6.2.1 Sports undertaken at least once by young disabled people compared with the overall population of young people

The 1999 young persons survey only asked primary school children about their participation in other games skills. Therefore, we cannot compare participation in this sport by young disabled people with that of the overall population of young people. Excluding other games skills, four of the most common five sports, were the same for both disabled young people and the overall population of young people, although they were not placed in the same order. The fifth sport, however, differed. For disabled young people (excluding other games skills) skittles was placed fifth (25%), whereas for the general population of young people tennis (51%) was in fifth place.

Young disabled people were less likely than the overall population of young people to have undertaken all sports at least once out of school lessons, with the exception of dancing which they were just as likely to have undertaken. It is interesting that participation rates in swimming and horse riding by young disabled people out of school

93 lessons were not higher than the participation rates for the overall population as was observed for sport undertaken in school lessons.

Chart 6.2:Type of sport undertaken at least once out of school lessons compared with all young people19

Swimming, diving or lifesaving Football Other game skills Cycling Walking Skittles or tenpin bowling Gym Rounders Horse riding or pony trekking Roller skating/blading or skate boarding Tennis Cricket Basketball Athletics, cross country, jogging and running Aerobics, keep fit Golf Badminton Table tennis Dance classes Ice skating

0 20 40 60 80 % Young disabled people All young people

19 In the 1999 survey, only primary school age were asked about participation in other games skills, therefore no overall comparison can be made with young disabled people. Hence no bar representing participation of all young people in other games skills in chart 6.2.

94 6.2.2 Participation in sport at least once out of school lessons by gender and age

The top five sports were swimming, football, other games skills, cycling and walking. These were the same for boys and girls alike, although the ordering was different, there were sex differences in participation for other types of sport. Whilst swimming was participated in equally by both boys and girls (68%), boys were more likely than girls to have undertaken football (54% vs 24%), cycling (32% vs 27%), skittles or tenpin bowling (26% vs23%), cricket (19% vs 8%), basketball (16% vs 10%), and golf (17% vs 8%) at least once out of school lessons. On the other hand, girls were more likely than boys to have undertaken other games skills (54% vs 29%), horse riding or pony trekking (16% vs11%), aerobics or keep fit (17% vs 8%), dance classes (14% vs 5%) and ice-skating (9% vs 6%) at least once.

Swimming was undertaken at least once out of school lessons by a higher proportion of younger children (71%) than older children (66%). A higher proportion of 6-10 year olds than 11-16 year olds also participated in other games skills (42% vs 25%), gym (28% vs 16%), and aerobics/keep fit (15% vs 11%) at least once out of school lessons. A higher proportion of older children compared to younger children participated in walking (30% vs 25%), skittles (26% vs 20%), rounders (20% vs 15%), tennis (15% vs 10%), badminton (12% vs 8%), table tennis (11% vs 6%) and ice skating (10% vs 5%).

95 Table 6.3: Type of sport undertaken at least once out of school by age and sex Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls Total % % % % % % % % % Swimming, diving 72 70 71 65 67 66 68 68 68 or lifesaving Football 55 23 40 54 25 39 54 24 39 Other game skills 40 45 43 22 29 26 29 35 32 Cycling 33 28 31 32 26 29 32 27 29 Walking 26 24 25 29 32 31 28 29 29 Skittles or tenpin 24 17 21 28 26 27 26 23 25 bowling Gym 29 26 28 15 18 17 20 21 21 Rounders 16 13 15 18 22 20 17 19 18 Horse riding or 13 17 15 10 16 13 11 16 14 pony trekking Roller skating/ blading or skate 15 15 15 12 14 13 13 14 13 boarding Tennis 12 8 10 15 15 15 14 13 13 Cricket 14 7 11 21 9 15 19 8 13 Basketball 13 6 10 17 12 15 16 10 13 Athletics, cross country, jogging 14 9 12 13 13 13 13 12 13 or running Aerobics, keep fit 10 20 15 6 16 11 8 17 12 Golf 16 7 12 18 8 13 17 8 12 Badminton 8 8 8 10 13 12 9 11 10 Table tennis 7 5 6 11 12 12 9 10 10 Dance classes 6 14 10 5 13 9 5 14 9 Ice Skating 5 5 5 7 12 10 6 9 8

Base: All young 428 401 835 690 737 1450 1121 1140 2293 people

6.2.3 Participation in sport at least once; out of school lessons by disability type

It is apparent from table 6.4 that those with a hearing disability were the most likely to have undertaken all types of sport, although those with an emotion disability were just as likely to have participated in golf and those with a self care related disability were as likely to have participated in horse riding.

Those with a mobility disability were generally the least likely to have undertaken all types of sport, although those with a self care disability were also the least likely to have undertaken skittles, tennis, basketball, golf and table tennis. Also, those with a mobility disability were not the least likely to have undertaken horse riding.

In certain sports, the difference between the participation rates for those with a hearing disability and those with a mobility disability was great. For example, those with a hearing disability were twice as likely as those with a mobility disability to have undertaken cycling at least once out of school lessons (40 vs20%) and whilst 22% of those with a hearing

96 disability had undertaken roller skating, blading or skate boarding, only 6% of those with a mobility had undertaken this sport at least once out of school lessons.

It should also be noted that the pattern for out of school swimming reflects that of other sports - those with a hearing disability were the most likely to have undertaken this sport, whilst those with a mobility disability were the least likely. This is in contrast to the participation rates for swimming in school lessons, for which those with a hearing disability were the least likely to have undertaken swimming. This perhaps indicates the existence of barriers that prevent those with other disability types from participating in swimming out of school. Swimming is obviously an important sport for disabled young people and there is no reason why those with particular disability types who are keen participants in swimming in school should not be keen participants out of school as well.

97 Table 6.4: Type of sport undertaken at least once out of school by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % Swimming, diving 67 72 68 66 68 67 68 67 68 or lifesaving Football 35 46 38 27 39 38 31 35 39 Other game skills 32 37 33 29 33 31 32 31 32 Cycling 26 40 26 20 28 30 23 29 29 Walking 27 36 29 18 29 30 23 24 28 Skittles or tenpin 25 30 24 23 24 25 23 25 24 bowling Gym 19 23 22 16 22 20 20 19 21 Rounders 18 21 15 12 17 17 12 18 18 Horse riding or 15 16 14 15 14 15 16 15 14 pony trekking Roller skating/ blading or skate 11 22 10 6 12 15 8 12 13 boarding Tennis 13 15 11 9 12 12 9 13 13 Cricket 14 17 13 10 13 12 9 12 13 Basketball 11 14 10 9 12 12 9 11 13 Athletics, cross country, jogging or 11 15 11 6 12 12 9 10 13 running Aerobics, keep fit 11 17 10 8 12 12 9 11 12 Golf 12 13 10 10 12 13 10 12 12 Badminton 11 15 9 7 10 10 8 10 10 Table tennis 9 12 8 7 9 9 7 10 9 Dance classes 9 14 9 7 9 8 7 9 9 Ice Skating 9 13 7 4 7 8 5 7 8

Base: All young 750 293 1336 1017 1746 1269 1339 1166 2293 people

6.3 The level of participation in sport frequently (10 times or more) out of school lessons

Fifty six per cent of young people with a disability had played at least one sport frequently out of school in the last year compared to 87% of young people generally in the 1999 survey. Turning this on its head, 44% of young disabled people had not undertaken any sport more than 10 times out of school. Chart 6.3 shows that girls (48%) were more likely than boys (40%) not to have undertaken any sport frequently in the last year.

The average number of sports played frequently (10 times or more) out of school by young people with a disability or severe illness was only 1.7. This was much lower than the average number played frequently by young people generally – 4.4 according to the 1999 survey on young people and sport.

The average number of sports played frequently was slightly higher for boys (1.8) than for girls (1.5), a pattern that was reflected in both age groups.

98 Table 6.5: Number of sports done frequently (10 times or more) out of school by age group and sex

Number of sports Ages 6-10 Ages 11-16 Total ages 6-16 taken part in ten Boys Girls Total Boys Girls Total Disabled All 1999 times or more out of % % % % % % % % school and mean

0 42 46 44 39 49 45 44 13 1-3 38 38 38 44 37 40 39 34 4-6 15 13 14 13 10 11 12 29 7-9 4 4 4 3 3 3 3 14 10 or more 1 * 1 1 1 1 1 10

Mean 1.9 1.6 1.8 1.8 1.5 1.6 1.7 4.4

Base: All young people 428 401 835 690 737 1450 2293 3319

Chart 6.3: Number of sports done frequently (10 times or more) out of school by sex

10 or more Girls

seven-nine Boys Four-six

one-three

None

Mean

0 10 20 30 40 50 %

Once again there was variation in the sports undertaken by disability type. As we have found for those undertaking sport at least once out of school lessons and for those undertaking sport frequently in school lessons by disability type, those with a hearing disability were the most likely to have undertaken sport frequently out of school lessons (65%) and they have, on average, also undertaken the highest number of sports (2.2). Those with a mobility disability were the least likely to have undertaken sport frequently (49%) and had, on average, undertaken the least number of sports (1.2).

99 Table 6.6: Number of sports done frequently (10 times or more) out of school by type of disability Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % %

0 47 35 46 51 45 45 48 47 45 1-3 39 40 39 39 38 38 40 39 39 4-6 11 19 12 8 12 13 10 10 12 7-9 3 4 3 2 4 3 2 3 3 10 or more 1 2 1 1 1 1 1 1 1

Mean 1.5 2.2 1.6 1.2 1.6 1.7 1.4 1.5 1.7

Base: All young 750 293 1336 1017 1746 1269 1339 1166 2293 people

6.4 Sports undertaken frequently (10 times or more) out of school lessons

In addition to swimming being the most common sport undertaken at least once, it was also the most common sport undertaken frequently out of school lessons. Thirty five per cent had undertaken swimming at least 10 times in the last year out of school lessons followed by football (18%), cycling (16%), other game skills (12%) and walking (12%).

6.4.1 A Comparison of frequent participation out of school lessons between young disabled people and all young people

Chart 6.4 and table 6.7 show the top twenty sports undertaken by young disabled people frequently out of school lessons and compares these with the overall population of young people.

Young disabled people were less likely to have participated in all sports compared to the overall population of young people.

100 Chart 6.4: Type of sport undertaken frequently (10 times or more) out of school20

Swimming, diving or lifesaving Football Cycling Other game skills Walking Gym Roller skating/blading or skate boarding Aerobics, keep fit Horse riding or pony trekking Skittles or tenpin bowling Rounders Dance classes Cricket Basketball Baseball Tennis Athletics, cross country, jogging and running Badminton Table tennis Fishing

0 10 20 30 40 50 60 %

Young disabled people All young people

20 In the 1999 survey, only primary school age were asked about participation in other games skills, therefore no overall comparison can be made with young disabled people. Hence no bar representing participation of all young people in other games skills in chart 6.4.

101 Table 6.7: Most popular sports out of school - differences between young disabled people (2000) and the overall population of young people (1999) by age21 Participated in 10 or more times in last year Participated Total Total Total Primary Ranking Primary Secondary Ranking Secondary out of Ages Ranking Years Ages Ages Years Ages 11- Ages Years 7- school on 6-16 2-11 6-10 6-10 2-6 16 11-16 11 10 or more Young Young All Young Young All Young Young All young times in last disabled disabled young disabled disabled young disabled disabled people year people people people People people people People people (%) (%) (%) (%) (%) (%) Swimming, diving or 35 1 50 38 1 62 33 1 37 lifesaving Football 18 2 43 17 2 48 19 2 36 Cycling 16 3 54 19 =4 67 14 3 41 Other game 12 =5 Na 19 =4 30 8 5 na skills Walking 12 =5 23 12 5 27 12 4 19 Gym 8 6 13 11 6 17 6 =7 8 Roller skating/ blading or 5 =10 26 7 7 34 5 =9 19 skate boarding Aerobics, 5 =10 11 5 =10 14 4 =15 7 keep fit Horse riding or 5 =10 8 5 =10 7 5 =9 9 pony trekking Skittles or tenpin 5 =10 7 4 =12 6 6 =7 8 bowling Rounders 4 =16 14 4 =12 14 4 =15 13 Dance 9 4 =16 9 5 =10 10 4 =15 classes Cricket 4 =16 19 3 =16 19 4 =15 18 Basketball 4 =16 13 3 =16 10 4 =15 17 Baseball 4 =16 4 2 =18 3 2 =20 5 Tennis 4 =16 21 3 =16 18 4 =15 25 Athletics, cross country, 3 =17 18 3 =16 19 3 =18 17 jogging or running Badminton 2 =20 9 2 =18 7 3 =18 12 Table 9 2 =20 7 1 =20 5 3 =18 tennis Fishing 2 =20 5 1 =20 4 2 =20 7

21 The 1999 survey of all young people grouped children into year groups. However, since special schools are not divided into strict years and young disabled people may not be in a year related to their age, the age variable rather than year variable has been used for analysis in the disabled young persons survey (see section 1.6 for more details). In this table we have used the age variable for young disabled people to make a comparison with primary and secondary school years groups for all young people. Despite the recognition that this does not compare like with like, there is enough overlap between the years that the 6-10 and 11-16 age groups of young disabled people and the primary and secondary school year groups to enable comparison.

102 6.4.2 Frequent participation in sport out-of-lessons: gender and age

Whilst the top five sports undertaken frequently out of school were the same for both sexes (despite a difference in the ranking order), there were clear differences in the participation rates of girls and boys of different ages for certain sports.

The top five sports for boys remained the same in both age groups, although older boys were less likely to have undertaken other games skills and so this fell from joint fourth to fifth place. Also, younger boys were just as likely to have participated in gym as they were to have walked (11%) and therefore gym featured in the top five sports, but participation in gym fell for older boys and not feature in the top five sports.

For younger girls, gym was included in the top five sports. However, participation in gym was lower for older girls and it was replaced by football. Also, participation in other games skills droped and its ranking moved from second most popular sport to joint fifth, along with football.

Looking at the top five sports undertaken overall, younger children were more likely than older children to have undertaken swimming (38% vs 33%), cycling (19% vs 14%), other games skills (18% vs 8%) and gym (11% vs 6%). There were no significant differences between the age groups for football and athletics.

Boys were more likely than girls to have undertaken football (28% vs 9%), cycling (18% vs 14%), cricket (6% vs 1%) and basketball (5% vs 2%). Girls were more likely than boys to have undertaken aerobics (7% vs 2%), horse riding or pony trekking (6% vs 3%) and dance classes (7% vs 2%), a pattern that was the same for both the younger and older age groups.

103 Table 6.8: Type of sport undertaken frequently (10 times or more) out of school by age group and sex

Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls Total % % % % % % % % % Swimming, diving 40 36 38 34 32 33 36 34 35 or lifesaving Football 26 9 17 29 9 19 28 9 18 Cycling 20 17 19 17 12 14 18 14 16 Other game skills 19 18 19 7 9 8 12 13 12 Walking 11 13 12 11 13 12 11 13 12 Gym 11 11 11 6 6 6 8 8 8 Roller skating/ blading or skate 6 7 7 5 4 5 5 5 5 boarding Aerobics, keep fit 2 9 5 2 6 4 2 7 5 Horse riding or 3 6 5 3 6 5 3 6 5 pony trekking Skittles or tenpin 5 3 4 6 6 6 5 5 5 bowling Rounders 4 3 4 4 5 4 4 4 4 Dance classes 2 8 5 1 6 4 2 7 4 Cricket 5 1 3 7 2 4 6 1 4 Basketball 4 1 3 6 3 4 5 2 4 Baseball 2 2 2 1 2 2 2 2 4 Tennis 3 2 3 4 4 4 4 3 4 Athletics, cross country, jogging 4 2 3 4 3 3 4 3 3 or running Badminton 3 2 2 3 3 3 2 2 2 Table tennis 1 1 1 2 3 3 2 2 2 Fishing 2 * 1 4 1 2 3 1 2

Base: All young 428 401 835 690 737 1450 1121 1140 2293 people

Table 6.9 shows the differences between young disabled people and all young people by sex. It is apparent that young disabled boys are less likely than the general population of boys to have undertaken all sports, with the exceptions of gym (8% vs 9%), horse riding (both 3%), skittles (5% vs 7%), and dance (both 2%), which they are just as likely to have undertaken

Likewise, disabled girls are less likely than their female counterparts in the overall population to have undertaken all sports with the exception of skittles (5 vs 6%), baseball (both 2%) and fishing (1% vs 2%), for which there was no significant difference.

104 Table 6.9: Most popular sports out of school - differences between young disabled people (2000) and the overall population of young people (1999) by sex Participated on 10 or more times in last year Participated Total Total Ranking Boys Ranking Girls Total Boys Girls out of school Ranking 1999 Boys 1999 Girls 1999 lessons on Young Young All Young Young All Young Young All 10 or more disabled disabled young disabled disabled young disabled disabled young times in last people people people people people people people people people year Swimming, diving or 35 1 50 36 1 46 34 1 53 lifesaving Football 18 2 43 28 2 67 9 5 18 Cycling 16 3 54 18 3 59 14 2 50 Other game 12 =5 Na 12 4 na 13 =4 na skills Walking 12 =5 23 11 5 22 13 =4 24 Gym 8 6 13 8 6 9 8 6 16 Roller skating/ blading or 5 =10 26 5 =10 25 5 =11 28 skate boarding Aerobics, 5 =10 11 2 =20 5 7 =8 17 keep fit Horse riding or pony 5 =10 8 3 =15 3 6 9 12 trekking Skittles or tenpin 5 =10 7 5 =10 7 5 =11 6 bowling Rounders 4 =16 14 4 =13 12 4 12 16 Dance 4 =16 9 2 =20 2 7 =8 17 classes Cricket 4 =16 19 6 7 29 1 =20 8 Basketball 4 =16 13 5 =10 18 2 =18 9 Baseball 4 =16 4 2 =20 6 2 =18 2 Tennis 4 =16 21 4 =13 24 3 =14 18 Athletics, cross country, 3 =17 18 4 =13 18 3 =14 17 jogging or running Badminton 2 =20 9 2 =20 10 2 =18 9 Table tennis 2 =20 7 2 =20 9 2 =18 5 Fishing 2 =20 5 3 =15 10 1 =20 2

105 6.4.3 Frequent participation in sport out-of-lessons: disability type

Again those with a hearing disability were the most likely to have undertaken all sports, almost without exception. For certain sports such as horse riding, cricket, badminton and fishing, there was little variation in participation rates between disability types. Although those with a hearing disability had the highest or joint highest participation rates in these sports, the difference between those with a hearing disability and all other disability types was not significant.

It is also the case that those with a mobility disability were the least likely to have undertaken most sports. However, together with those with a mobility disability, those with pain were the least likely to have undertaken swimming and those with a self-care related disability also the least likely to have undertaken rounders, baseball and athletics (including running). Those with a self-care related disability, rather than those with a mobility disability, were the least likely to have undertaken sports such as cricket, basketball, and table tennis.

Table 6.10: Type of sport undertaken frequently (10 times or more) out of school by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % Swimming, diving 33 39 35 33 35 35 36 33 35 or lifesaving Football 15 24 18 12 18 18 14 16 18 Cycling 13 24 15 9 16 16 12 13 16 Other game skills 11 16 13 11 13 13 13 12 12 Walking 10 13 13 8 12 13 11 10 12 Gym 6 10 8 6 8 8 8 7 8 Roller skating/ blading or skate 4 10 4 2 5 5 3 5 5 boarding Aerobics, keep fit 4 7 4 3 5 5 3 4 5 Horse riding or 5 6 5 5 5 5 6 5 5 pony trekking Skittles or tenpin 4 8 5 4 5 5 4 5 5 bowling Rounders 4 5 3 2 4 4 2 5 4 Dance classes 4 7 4 3 4 4 3 4 4 Cricket 4 4 4 3 4 4 2 3 4 Basketball 3 5 3 3 3 3 2 3 4 Baseball 2 2 2 1 2 2 1 2 4 Tennis 4 4 2 2 3 3 2 3 4 Athletics, cross country, jogging or 2 4 3 2 3 3 2 3 3 running Badminton 3 3 3 2 2 2 2 2 2 Table tennis 2 4 2 2 2 2 1 2 2 Fishing 2 3 2 2 2 2 2 2 2

Base: All young 750 293 1336 1017 1746 1269 1339 1166 2293 people

106 6.5 Types of sports taken part in out of school

As in section 5.5 for sports undertaken in lessons, the following section focuses more closely on five main categories of activity22; games, athletics and gymnastics, swimming, dance and skating, and outdoor and adventurous activities.

Out of school, young disabled people were less likely than the overall population of young people to have participated in all activity categories both at least once and frequently, with no exceptions.

Swimming was the most popular category for young disabled people both in terms of participation at least once (68%) and frequently (35%), whilst ‘games’ was them most popular for all young people. Disabled young people undertook dancing and ice-skating the least out of all the categories, both at least once (16%) and frequently (5%), as did all young people.

Table 6.11: Participation in each category of activity at least once and frequently (at least 10 times) out of school compared to all young people Disabled All young people Disabled All young people young people At least once young people At least ten times At least once % At least ten times % % % Athletics and Gymnastic 46 74 20 41 Activities Games 60 91 27 65 - Team 50 86 23 59 -Racquet 23 61 7 28 -Other 33 48 8 14 Swimming 68 79 35 50 Outdoor and 52 87 28 63 adventurous activities Dance/Ice-skating 16 36 5 14

Base: all young people 2293 3319 2293 3319

6.5.1 Games – team, racquet and other

The top five ‘games’ undertaken frequently out of school lessons were football (18%), skittles or tenpin bowling (5%), rounders (4%), cricket (4%) and basketball (4%). The proportion of young disabled people who had participated in games at least once out of school was significantly lower than the population of young people overall (60% vs 91%). In addition, over twice as many young people in the overall population had participated in

22 Sports activities within each category are listed in Appendix 10

107 games frequently compared to young disabled people (27 vs 65%). This pattern reflects participation in games in school lessons.

Participation for young disabled people, both at least once and at least 10 times in ‘games’, was higher among the older age group and boys, a pattern that again reflects participation in ‘games’ in school lessons.

Young disabled people were less likely than the overall population to have undertaken all kinds of games, whether team, racquet or ‘other’ types of games. It is apparent that young disabled people played team games more than racquet and ‘other’ games, a pattern that reflects the overall population of young people.

Team games are particularly important in fostering team spirit, and can also be potentially socially important for integrating the disabled and non disabled children. Boys in both age groups were more likely than girls, and older children more likely than younger children to play team games out of school (see charts 6.5 a-b).

Racquet games were also played more by older than younger children for both sexes. Younger boys were more likely than younger girls to participate in racquet games, whilst there was no difference between the sexes in the older age group (see charts 6.6 a-b).

108 Chart 6.5a: Percentages who did one or more team games out of school lessons a) at least once 70

60

50

40

30

20

10

0 Age 6-10 Age 11-16 Boys Girls

6.5b: Percentages who did one or more team games out of school lessons b) at least 10 times

35

30

25

20

15

10

5

0 Age 6-10 Age 11-16 Boys Girls

109 Chart 6.6a: Percentages who did one or more racquet games out of school lessons a) at least once 30

25

20

15

10

5 Age 6-10 Age 11-16 Boys Girls

Chart 6.6b: Percentages who did one or more racquet games out of school lessons b) at least 10 times

8

7

6

5

4

3

2 Age 6-10 Age 11-16 Boys Girls

110 6.5.2 Athletic or gymnastic activities

The younger age group for both sexes was more likely than the older age group to have undertaken one or more athletic or gymnastic activity out of school lessons both at least once and frequently. Girls in the older age group were more likely than older boys to have undertaken this activity, whilst there was no significant difference between the sexes in the younger age group (see charts 6.7 a-b).

Chart 6.7a:Percentages who did one or more athletic or gymnastic activity out of school lessons a) at least once 55

50

45

40

35

30

25

20 Age 6-10 Age 11-16 Boys Girls

Chart 6.7b: Percentages who did one or more athletic or gymnastic activity out of school lessons b) at least 10 times

30

25

20

15

10

5

0 Age 6-10 Age 11-16 Boys Girls

111 6.5.2 Swimming

Sixty eight per cent of disabled young people compared to 79% of all young people had undertaken swimming at least once and 35% compared to 50% had undertaken swimming frequently in the last year out of school lessons.

The younger age group were more likely to have undertaken swimming both at least once and frequently than the older age group and younger boys were more likely than younger girls. Whilst older girls were more likely than boys in the same age group to have undertaken swimming at least once, there was no difference between the sexes in the older age group for participation at least 10 times.

6.8a: Percentages who did swimming out of school lessons a) at least once

72

70

68

66

64

62 Age 6-10 Age 11-16 Boys Girls

Chart 6.8b: Percentages who did swimming out of school lessons b) at least 10 times

40

35

30

25

20 Age 6-10 Age 11-16 Boys Girls

112 6.5.3 Dance and Ice skating

Sixteen per cent of disabled young people compared to 36% of all young people had undertaken dance or ice skating at least once and 5% compared to 14% had undertaken dance or ice skating frequently in the last year out of school lessons.

In both age groups, girls were more likely than boys to have undertaken dance or ice skating out of school lessons both at least once and frequently. Whilst older girls were more likely than younger girls to have undertaken this activity at least once, there was no difference between older and younger boys.

Chart 6.9a: Percentages who did dance or ice skating out of school lessons a) at least once

25

20

15

10

5

0 Age 6-10 Age 11-16 Boys Girls

Chart 6.9b: Percentages who did dance or ice skating out of school lessons b) at least 10 times

8

6

4

2

0 Age 6-10 Age 11-16 Boys Girls

113 6.5.4 Outdoor or adventurous activities

Young disabled people were less likely than all young people to undertake outdoor and adventurous activities both at least once (52% vs 87%) and frequently (28% vs 63%). Younger boys were slightly more likely than younger girls to participate in outdoor or adventurous activities out of school at least once, and older boys were slightly more likely than older girls to undertake these activities frequently out of school. Also, the younger age group were slightly more likely than the older age group to have undertaken outdoor or adventurous activities frequently out of school lessons.

Chart 6.10a: Percentages who did one or more outdoor or adventurous activity out of school lessons a) at least once

54

53

52

51

50

49

48 Age 6-10 Age 11-16 Boys Girls

Chart 6.10b: Percentages who did one or more outdoor or adventurous activity out of school lessons b) at least 10 times

30

28

26

24

22

20 Age 6-10 Age 11-16 Boys Girls 114 6.5.5 Categories of sports taken part in out of school by disability type

Generally, those with a hearing disability were the most likely to have undertaken all types of activities at least once and frequently compared to the other disability types, whilst those with a mobility disability were least likely. This is consistently the case for participation at least once. However, those with a self-care activity were also the least likely to have undertaken racquet games and dance and ice-skating frequently. Also, there was not a significant amount of variation between disability types for those undertaken ‘other’ games at least 10 times in the last year.

Table 6.12: Participation in each category of activity at least once and frequently (at least 10 times) by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % At least once

Athletics and 46 52 45 38 46 44 42 43 46 gymnastics activities Games 57 69 56 50 59 59 52 58 60 - Teams 48 56 46 37 50 49 41 47 50 - Racquet 23 28 19 16 22 22 17 23 23 - Other 32 38 31 30 32 34 31 33 33 Swimming 67 72 68 66 68 67 68 67 68 Outdoor and adventurous 49 60 50 43 52 54 47 50 52 activities Dancing/Ice- 17 25 15 11 15 15 12 15 16 skating

At least 10 times

Athletics and 18 26 20 16 21 21 18 19 20 gymnastics activities Games 25 36 25 19 26 26 21 25 27 - Teams 21 30 21 16 22 22 18 21 23 - Racquet 7 9 5 4 6 6 4 6 7 - Other 8 10 7 7 8 8 7 7 8 Swimming 33 39 35 33 35 35 36 33 35 Outdoor and adventurous 24 36 26 21 27 28 24 24 28 activities Dancing/Ice- 5 9 5 3 5 4 3 5 5 skating

Base all young 750 293 1336 1017 1746 1269 1339 1166 2293 people

115 6.6 When sport is done out-of-lessons

Young disabled people were less likely to have undertaken sport on every occasion compared to all young people. They were most likely to have taken part in sport out of school lessons during the holidays. Fifty-nine per cent had participated in sport during half term or in the holidays compared to 78% of all young people (see chart 6.11).

Weekend participation was higher than the proportion participating in after school sport and sport in lunch breaks. Forty-seven per cent of young people with a disability or severe illness had participated in sport at the weekend compared to 74% of the overall population of young people.

The proportion of young people with a disability or severe illness taking part in sport after school on school days (whether organised or just for fun) was 40%. This is compared to 79% of young people in the general population of young people.

Thirty seven per cent of young people with a disability had taken part in sport in lunch breaks on school days compared to 67% of the overall population of young people.

Chart 6.11: When time is spent doing sport or exercise out of school lessons, whether organised or just for fun overall compared to all young people

In lunch breaks, on school days

At the weekend during term

At half term or in the holidays

After school, on school days

0 20 40 60 80 % Young disabled people All young people

116 Equal proportions of primary aged children and secondary aged young people had taken part in sport during the lunch hour (38% vs 37%) and after school on school days (both 40%). However, the younger age group were more likely than the older age group to have undertaken sport in the holidays (62% vs 58%) and at the weekend during term time (49% vs 46%).

Equal proportions of boys (60%) and girls (59%) take part in sport during holidays. However boys were more likely than girls to have undertaken sport after school on school days (43% vs 37%), during the lunch hour (42% vs 31%) and at the weekend during term time (50% vs 44%).

Boys were more likely than girls to have undertaken sport in lunch breaks, regardless of age. For all other circumstances, however, there was little difference between boys and girls in the younger age group but the difference between the sexes in the older age group was significant. For example, whilst equal proportions of boys (50%) and girls (48%) aged 6-10 undertook sport or exercise at the weekend during term time, 50% of boys in the older group (ages 11-16) compared to 42% of girls undertook sport or exercise at this time.

Table 6.12: When time is spent doing sport or exercise out of school lessons, whether organised or just for fun and by age and sex Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls 1999 Disabled % % % % % % % % % %

After school, on 41 38 40 44 36 40 43 37 79 40 school days At half term or in 61 63 62 60 56 58 60 59 78 59 the holidays At the weekend 50 48 49 50 42 46 50 44 74 47 during term In lunch breaks, 42 33 38 42 31 37 42 31 67 37 on school days

Base: All young 428 401 835 690 737 1450 1121 1140 3319 2293 people

117 Whilst there was greater variation in participation rates between disability types in some circumstances than others, without exception those with a hearing disability were more likely to have undertaken sport in all circumstances and those with a mobility disability the least.

Table 6.13: When time is spent doing sport or exercise out of school lessons, whether organised or just for fun by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % %

After school, on 38 42 35 31 38 38 32 37 40 school days At half term or in 59 61 58 54 59 59 55 58 59 the holidays At the weekend 43 50 45 40 46 45 42 45 47 during term In lunch breaks, 36 38 34 28 37 36 31 32 37 on school days

Base all young 750 293 1336 1017 1746 1269 1339 1166 2293 people

6.7 Time spent on sport out of school lessons - per week

The highest proportion of disabled people (41%), as with all young people (36%), spent 1- 5 hours on sport out of school lessons.

However, a quarter (24%) of young disabled people usually spent no time on sport out of school lessons. This is compared to 8% of all young people. Girls were more likely than boys and the older age group than younger children to have spent no time on sport out of school lessons.

The difference in time spent on sport or exercise out of school between disabled young people and all young people can be demonstrated by comparing the proportions who had undertaken more than 5 hours on sport. Only 18% of young disabled people spent five hours on sport out of school lessons compared to 47% of all young people.

118 Chart 6.12: Time spent in a week spent on sport or exercise out of school lessons

15+ hours

10- 15 hours

5-10 hours

1-5 hours

Up to 1 hour

Usually none

0 10 20 30 40 50

Young disabled people All young people

More young disabled people (18%) than all young people (10%) had only spent up to one hour on sport. This was more likely to be the case for girls than for boys and younger girls than for older girls.

On the other hand, all young people (12%) were more likely than young disabled people (3%) to have spent 15 or more hours on sport out of school lessons. However, younger disabled boys (5%) were significantly more likely than younger disabled girls (2%) to have undertaken 15 or more hours of sport out of school lessons.

Table 6.14: Time spent on sports or exercise out of lessons by sex and age group Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls 1999 Disabled % % % % % % % % % %

Usually none 20 24 22 22 28 25 21 27 8 24 Up to 1 hour 15 22 18 15 19 17 15 20 10 18 1-5 44 36 41 40 42 41 42 40 36 41 5-10 14 12 13 15 7 11 15 9 23 12 10-15 2 4 3 4 2 3 3 3 12 3 15+ hours 5 2 4 4 2 3 4 2 12 3

Base: All young 368 347 718 580 633 1230 951 982 1954 people

119 The time spent on sport for particular disability types follows the same general pattern that has emerged throughout the report. Those with a hearing disability were least likely to have only spent up to one hour on sport (14%) and those with a mobility disability were the most likely (20%). However, those with a hearing disability (5%) were the most likely to have spend 15 or more hours on sport and those with a mobility disability were one of the least likely (2%) together with those with speech and self-care related disabilities.

Table 6.15: Time spent on sports or exercise out of lessons by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % %

25 19 25 30 24 24 29 25 24 Usually none Up to 1 hour 20 14 18 20 18 17 19 18 18 1-5 41 41 41 37 41 41 38 41 41 5-10 10 16 11 9 11 12 10 11 12 10-15 2 4 3 2 3 3 2 3 3 15+ hours 3 5 2 2 3 3 2 3 3

Base all young 648 253 1142 872 1491 1085 1139 1009 1954 people

6.8 Time spent on sport in the summer holidays

Participation in sport in the summer holidays was low compared to all young people. Nineteen per cent of young disabled people, compared to 3% of the overall population of young people did not spend any time on sports and exercise in the last summer holidays. At the other extreme, only 10% of young disabled people compared to 29% of general young people spent over 15 hours a week on sport and exercise.

Chart 6.13: Time spent on sport during the summer holidays compared to all young people

15+ hours

10-15 hours

5-10 hours

1-5 hours

Up to 1 hour

Usually none

0 5 10 15 20 25 30 35

Young disabled people General population of young people

120 Some differences between the two age groups were apparent, with the younger age group being less likely than the older age group not to have spent any time on sport in the last summer holidays and more likely to have spent over 15 hours. Sixteen per cent of the younger age group, compared to 22% of the older age group did not spend any time on sports and exercise in the last summer holidays. At the other extreme, 13% of the younger age group compared to 9% of the older age group spent over 15 hours a week on sport and exercise.

Boys were more likely than girls to have spent a greater number of hours on sport during the last summer holidays. The proportions spending 5-10, 10-15 and 15+ hours a week on sport were higher for boys than for girls, whereas girls were more likely to have spent no time in a week, up to 1 hour and 1-5 hours on sport.

Table 6.16: Time spent on sport or exercise during the summer holidays by sex and age and disabled compared to all young people Time spent on Ages 6-10 Ages 11-16 Total ages 6-16 sport or exercise Boys Girls Total Boys Girls Total Boys Girls 1999 Disabled during the % % % % % % % % % % summer holidays

Usually none 15 18 16 19 23 22 18 21 3 19 Up to 1 hour 10 13 12 13 14 14 12 14 7 13 1-5 31 36 33 29 38 33 30 37 23 33 5-10 20 16 18 21 13 17 21 14 21 18 10-15 8 9 8 8 4 6 8 6 16 7 15+ hours 16 9 13 10 7 9 12 8 29 10

Base: All young people 362 349 714 586 618 1219 951 969 2901 1920

Analysis by disability type shows that those with a mobility disability were the most likely not to have spent any time on sport in the summer holidays (24%) and the least likely to have spent more than 5 hours on sports in the summer holidays (28%) whilst those with a hearing disability were the least likely not to have undertaken any sports (16%) and the most likely to have undertaken more than 5 hours (40%). However, there was little variation between disability types for the proportions participating up to 1 hour and 1-5 hours.

121 Table 6.17: Time spent on sport or exercise during the summer holidays by disability type Time spent on Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total sport or exercise % % % % % % % % % during the summer holidays

21 16 20 24 19 19 22 20 19 Usually none Up to 1 hour 14 13 13 15 13 13 13 13 13 1-5 33 31 34 34 33 35 36 35 33 5-10 16 20 18 16 18 18 16 17 18 10-15 6 6 7 5 7 7 6 7 7 15+ hours 9 14 9 7 9 8 8 9 10

Base all young 652 243 1123 876 1479 1082 1148 1016 1920 people

122 Table 6.18: All sports undertaken out of school lessons by sex and age Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls Total % % % % % % % % % Games 31 16 24 38 22 30 35 20 27 Team Games 29 13 21 34 16 25 32 15 23 Football 26 9 17 29 9 19 28 9 18 Netball 1 2 1 1 3 2 1 3 2 Hockey 1 1 1 2 1 1 1 1 1 Cricket 5 1 3 7 2 4 6 1 4 Rugby 1 * 1 1 * 1 1 * 1 Rounders 4 3 4 4 5 4 4 4 4 Basketball 4 1 3 6 3 4 5 2 4 Volleyball * 1 1 1 1 1 1 1 1 Baseball 2 2 2 1 2 2 2 2 4 Racquet games 6 5 5 8 8 8 7 7 7 Tennis 3 2 3 4 4 4 4 3 4 Badminton 3 2 2 3 3 3 2 2 2 Squash 1 * 1 * * * 1 * * Table tennis 1 1 1 2 3 3 2 2 2 Other games 10 4 7 11 7 9 10 6 8 Golf 4 * 2 4 1 2 4 * 2 Bowls 2 1 2 2 1 1 2 1 2 Skittles or tenpin 5 3 4 6 6 6 5 5 5 bowling Boccia 1 * * 1 1 1 1 1 1 Goalball 1 * 1 1 * 1 1 * 1 Swimming 40 36 38 34 32 33 36 34 35 Swimming, diving or 40 36 38 34 32 33 36 34 35 lifesaving Athletic/ gymnastic 26 25 26 15 18 17 19 21 20 activities Athletics, cross country, jogging or 4 2 3 4 3 3 4 3 3 running Gym 11 11 11 6 6 6 8 8 8 Other game skills 19 18 19 7 9 8 12 13 12 Aerobics, keep fit 2 9 5 2 6 4 2 7 5 Judo / martial arts 3 1 2 2 1 2 3 1 2 Boxing / wrestling 1 1 1 2 * 1 2 1 1 Dance / skating 2 8 2 2 8 8 5 5 5 Dance classes 2 8 5 1 6 4 2 7 4 Ice skating - 1 * 1 1 1 1 1 1 Roller skating/ blading or skate 6 7 7 5 4 5 5 5 5 boarding Outdoor adventurous 30 29 20 28 25 27 29 26 28 activities Orienteering 1 1 1 1 1 1 1 1 1 Walking (for more 11 13 12 11 13 12 11 13 12 than hour) Climbing 1 1 1 1 1 1 1 1 1 Skiing 1 - * 1 * 1 1 * * Cycling 20 17 19 17 12 14 18 14 16 Horse riding or pony 3 6 5 3 6 5 3 6 5 trekking Sailing / windsurfing 1 * 1 1 * 1 1 * 1 Rowing 1 1 * 1 1 1 1 * 1 Fishing 2 * 1 4 1 2 3 1 2

Base: All young 428 401 835 690 737 1450 1121 1130 2293 people

123 Chapter 7 Where young disabled people participate in sport out of school lessons

This chapter considers the places where young disabled people are undertaking sport out of lessons. We investigate three contexts where sport is undertaken by young people. These are extra curricular sports organised by the school but out of lesson time; sports clubs, which are not organised by the school; and other clubs such as guides and scouts.

Summary

Only 14% of young disabled people, compared to 45% of all young people had undertaken extra-curricular school sport in the last year..Twelve per cent compared to 46% had participated in sport in a sports club outside school, and 31% compared to 49% in a youth club or other organisation.

A wide range of sports was done as extra curricular activities and in sports clubs, however no sport was mentioned by more than 4% of the disabled population. However, football and swimming, mentioned by 4% of the young disabled population in both contexts, were clearly the favourite sports.

Consistent with participation in sport out of school, those with a hearing disability were most likely to have undertaken sport in all contexts, whilst those with a mobility disability and those with a self-care related disability, were the least likely.

The same proportion of disabled young people as all young people had been on a school sports trip or holiday that might include a night away from home in the past year. The most popular trip for both groups of young people was an outdoor activities holiday, although young disabled people were more likely to have gone on this kind of trip than young people overall. Furthermore, young people in special schools were twice as like as those in mainstream school to have gone on outdoor activities holiday.

Young disabled people were less likely than the general population of young people to have attended church and religious clubs, youth clubs and girl/boy scouts. They were just as likely to attend girls/boys brigade and more likely to have taken part in a miscellaneous type of club.

124 7.1 Participation in different contexts

The proportions of disabled young people undertaking sport in different contexts were very low relative to the overall population of young people. Only 14% of young disabled people, compared to 45% of all young people had undertaken extra-curricular school sport.

The proportion participating in sports outside school was even smaller than those participating in extra curricula sport – only 12% compared to 46% of all young people.

Thirty one per cent undertook sport in an organisation such as a youth club or scouts or guides, but this was still significantly below the proportion attending these clubs in the general population of young people (49%).

Boys and girls were just as likely to have undertaken extra curricular school sports but, as table 7.1 shows, there were differences between the age groups. Older boys and girls were significantly more likely to participate in extra curricula sport than their younger counterparts. Boys (14%) were more likely than girls (10%) to undertake sport in sport clubs outside school, whilst girls (33%) were more likely than boys (29%) to attend organisations such as youth clubs.

Table 7.1: Where sport was done out of school lessons by sex Sex Total ages 6-16 Boys Girls Disabled All Disabled All Disabled All % % % % % % Extra-curricular 14 49 14 41 14 45 school sport Sports club outside 14 56 10 36 12 46 school Youth club or other 29 48 33 50 31 49 organisations Base: All young 1121 1140 2293 3319 people

125 Table 7.2: where sport was done out of school lessons by age and sex Ages: 6-10 Ages 11-16

Boys Girls Boys Girls % % % % Extra-curricular 8 9 18 17 school sport Sports club outside 13 9 15 10 school Youth club or other 28 31 30 33 organisations Base: All young 428 401 690 737 people

The pattern for where sport was done by disability type is fairly consistent with the findings for participation in sport outside school. Those with a hearing disability were the most likely to have undertaken sport in all contexts and those with a mobility or self care related disability were least likely to have undertaken extra curricular sport and port in an youth club or other organisation.

Table 7.3: where sport was done out of school lessons by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % Extra-curricular 14 16 12 11 14 15 11 14 14 school sport Sports club 12 14 10 8 11 11 9 11 12 outside school Youth club or other 34 38 28 26 30 30 25 31 31 organisations

Base all young 750 293 1336 1017 1746 1269 1339 1166 2293 people

7.2 Extra-curricular sport

Extra curricular sport, as defined by the survey, is sport that young people take part in that is outside normal school lessons but organised by the school. Extra curricular opportunities are likely to appeal to those who are more enthusiastic and skilled sports participants and will be more accessible to middle class families with flexible working arrangements and high levels of personal mobility. A study on the social life of school children with Down’s syndrome (Sloper et al (1990)) demonstrated that children with higher school on the Organisation Index (number and frequency of participation in organised activities) were likely to come from families where one or both parents had higher educational qualifications.

126

As we have seen, a very small proportion, only 14%, overall reported taking part in extra curricular sport. This means that for 86% of young disabled people, any experience of undertaking sport in a school setting was confined to lesson time.

There was no difference between the participation rates in extra curricular activities between boys and girls, but secondary age children were twice as likely as primary school children to take part. Older girls (17%) were more likely than younger girls (9%) and older boys (18%) more likely than younger boys (8%) to have undertaken extra curricular activities organised by the school.

A wide range of sports was undertaken by young people as extra curricular activities but very few young disabled people mentioned each particular sport. The top two sports – football and swimming were undertaken by only 4% of young disabled people. The next most popular extra curricular sports were other climbing and abseiling (2%); walking and netball (both 1%). These differed from the top sports undertaken by all young people. Whilst football was also the top sport for all young people, the only other sport to appear in both group’s top sports was netball.

Moreover, higher proportions of all young people undertook the individual extra-curricular sports. Sixteen per cent of all young people had participated in football as an extra curricular activity - a proportion that was significantly higher than the participation rate for young disabled people. Seven per cent of all young people compared to 1% of young disabled people had participated in netball. There was no significant difference between the participation rates in swimming, climbing and abseiling, and walking.

Chart 7.1: Top 5 extra-curricular sports

Football

Swimming

Climbing, abseiling, potholing etc.

Walking

Netball

0 5 10 15 20 % Young disabled people All young people

127 7.2.1 Type of extra curricular sports participated in by sex and age

Generally, for all sports participation in extra curricular activities was lower for the younger age group compared to the older age group, although generally there was little difference in participation between boys and girls.

Older children (6%) were significantly more likely than younger children (2%) and boys more likely than girls (7% vs 2%) to have undertaken extra curricular football. Indeed, swimming was more popular than football among girls. In the older age group, 9% of boys but only 2% of girls had undertaken extra curricular football. Nevertheless, in the younger age group there was no significant difference between boys and girls in the participation rates for football.

Table 7.4: Top 17 extra-curricular sports Percentages who did extra-curricular sports at least once in the year, by age and sex Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls Total % % % % % % % % % Football 3 2 2 9 2 6 7 2 4 Swimming 2 4 3 5 5 5 4 4 4 Climbing, * 1 1 2 3 2 1 2 2 abseiling etc Walking 1 1 1 1 2 2 1 2 1 Netball * 1 1 * 3 1 * 2 1 Rowing, Water skiing and - - - 2 2 1 1 1 1 canoeing Gymnastics 1 2 1 1 1 1 1 1 1 Rounders 1 1 1 1 1 1 1 1 1 Skittles/tenpin 1 - * 1 1 1 1 1 1 bowling Cross country 1 - * 1 1 1 1 1 1 running Cricket 1 * * 2 * 1 1 * 1 Athletics 1 - 1 1 1 1 1 1 1 Dancing - 1 1 1 1 1 1 1 1 Horse riding * - * * 2 1 * 1 1 Basketball 1 * * 1 1 1 1 1 1 Other games 1 1 1 * 1 1 * 1 1 skills Hockey/ice 1 * * 1 1 1 1 * 1 hockey

Base: All young 428 401 835 690 737 1450 1121 1140 2293 people

7.2.2 Time spent in extra curricular activities

Eighty six per cent of disabled young people had not undertaken any extra curricular sport in the last year compared to 55% of all young people. Children in the younger age group

128 were significantly less likely to have undertaken extra curricular sport (91%) than the older age group (82%), although there was no difference between boys and girls.

Three per cent of young disabled people did extra curricular sport less than every week during term time, a proportion that was slightly higher for older children (4%) than those in the younger age group (1%)

Six per cent usually undertook extra-curricular sport once a week. Whilst older girls (7%) were more likely than younger girls (4%) to have undertaken extra-curricular sport once a week, there was no variation between boys and girls and older and younger children overall.

Table 7.5: Number of days a week extra-curricular sport was done, by age and sex23 Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls All Disabled % % % % % % % % % %

1 day 4 4 4 6 7 6 5 6 17 6 2 day 2 1 2 2 3 3 2 2 9 2 3 days 1 1 1 3 1 2 2 1 6 2 4 days * - * 1 * 1 1 * 2 * 5 or more days * * * 1 1 1 1 1 4 1 Not usually in a 1 2 1 4 5 4 3 4 7 3 week Did none this 92 91 91 81 83 82 86 86 55 86 year

Base: All young people 426 397 828 683 732 1438 1112 1131 3294 2274

Those with a hearing disability were the most likely to have undertaken extra curricular sport (16%), whilst those with a mobility or self-care disability were least likely (both 10%). However, there was no significant variation between disability types in terms of the number of days a week usually spent on extra curricular sports.

23 To make comparison possible with the 1999 survey, those who did not provide an answer have been excluded from the base.

129 Table 7.6: Number of days a week extra-curricular sport was done, by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % %

1 day 5 6 5 4 5 6 4 6 6 2 day 2 2 2 1 2 2 2 2 2 3 days 1 3 1 1 1 1 1 1 2 4 days * * * * * 1 * * * 5 or more days 1 1 1 1 1 1 1 1 1 Not usually in a 4 3 3 3 3 3 3 4 3 week Did none this year 87 84 87 90 86 86 90 86 86

Base all young 664 257 1157 898 1527 1122 1167 1043 2003 people

7.3 Trips arranged by the school

The same proportion of disabled young people (20%) as all young people (19%) had been on a school sports trip or holiday that might include a night away from home in the past year. Girls (22%) were more likely than boys (18%) to have gone on a sporting trip and older children (25%) more likely than younger children (11%).

The most popular trip for both groups of young people was an outdoor activities holiday, although young disabled people (18%) were more likely to have gone on this kind of trip than young people overall (15%). Older disabled children (22%) were much more likely than younger children (10%) to have gone on an outdoor activities holiday, but there was no difference between boys and girls.

Young disabled people were just as likely as young people overall to have undertaken a skiing or ‘other’ kind of trip. Whilst there was no difference between age groups for those going on a skiing trip, 5% of children aged 11-16 compared 1% of children aged 6-10 had gone on an ‘other’ kind of sporting trip.

130 Table 7.7: Per centages who had been on a sports trip or holiday in the year by age and by sex. Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls 1999 Disabled % % % % % % % % % % Outdoor 23 activities 10 10 10 21 22 17 19 15 18 Skiing - - - * 1 1 * 1 3 1 Other 1 1 1 5 6 5 4 4 4 4 None 89 89 89 77 73 75 82 78 81 80

Base: All young people 428 401 835 690 737 1450 1121 1140 3319 2293

Consistent with previous findings, those with a hearing disability were more likely than those with other kinds of disabilities to have gone on a school trip (28%). However, those with a mobility disability were not the least likely. Instead, those with a speech disability were the least likely to have gone on a school trip (10%).

However, those with a hearing disability were the most likely to have gone on an outdoor activity holiday (25%) and those with a mobility or self-care related disability, the least (14%). Although the same general pattern was apparent for skiing and other kinds of trips, the differences between disability types were not significant.

Table 7.8: Per centages who had been on a sports trip or holiday in the year by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % Outdoor activities 18 25 18 14 19 17 14 16 18 Skiing 1 1 1 * 1 1 * 1 1 Other 4 5 4 3 4 4 3 4 4 None 80 72 90 84 79 81 84 82 80 Base all young 750 293 1336 1017 1746 894 1339 1166 2293 people

The kind of school is likely to effect the type of trip and the extent to which trips are arranged by the school. As we can seen from table 7.9, those attending a special school (25%) were much more likely than those attending some other kind of school (12%) to have gone on a trip arranged by the school. School type also had an effect upon the kinds of trips that young disabled people go on. Those attending a special school were twice as likely as those attending a mainstream school to have gone on an outdoor activity holiday (22% vs 11%) and they were also significantly more likely to have gone on an ‘other’ kind of school trip. No disabled young people attending a mainstream school had gone on a skiing holiday.

131 Table 7.9: Per centages who had been on a sports trip or holiday in the year by school type Special Mainstream Total % % % Outdoor activities 22 11 18 Skiing 1 - 1 Other 5 1 4 None 75 88 80 Base all young people 1313 808 2293

7.4 Involvement in clubs specifically set up for sports

Voluntary sports clubs are important since they provide opportunities for all young people to participate in sport in the community and to continue this participation after leaving school.

Sports clubs can provide an important route to serious competition for those young people who are capable. They can also provide a social environment for others and one that encourages lifelong participation in sport. Voluntary clubs can be vital for young disabled people in particular in order to promote social inclusion in the community.

Nevertheless, participation in sports clubs by young disabled people was low: only 12% had been a member of a sports club not organised by their school, compared to 46% of all young people in the 1999 survey.

As with extra curricular sports, a wide range of sports was mentioned but individual sports were only mentioned by a small proportion of young disabled people.

Overall, the two most popular clubs were swimming and diving (4% of all young disabled people) and football (4%). The next most popular sports clubs were gymnastic and trampolining, horse riding and basketball (all 1%).

As table 7.10 shows, for both young people with a disability and young people in general the two most popular clubs were football and swimming and the fourth was judo/martial arts, but the other most popular clubs differed between the two.

132 Table 7.10: Most popular sports clubs not organised by the school: a comparison between young disabled people and young people overall Young disabled people Young people overall Swimming and diving (4%) Football (18%) Football (including goalball) (4%) Swimming (10%) Gym, gymnastics and trampolining (1%) Tennis (5%) Judo, martial arts (1%) Judo, marital arts (5%) Horse riding or pony trekking (1%) Cricket (4%) Basketball (1%) Dance (4%)

7.4.1 Involvement with sports clubs by sex and age

Fourteen per cent of boys participated in sports clubs, compared to only 10% of girls, a pattern that matched the general population of young people. This also reflects the finding that disabled boys were more likely than disabled girls to take part in out of school sports. There was little difference in participation between disabled children aged 6-10 and disabled children aged 11-16. However, for all young people, primary school children were more likely than secondary children to attend a sports club.

Chart 7.2: Participation in sports clubs and comparison with the 1999 survey of all young people

Total

Boys

Girls

Primary (Age 6-10)

Secondary (Age 11-16)

0 10 20 30 40 50 60 %

All young people Young disabled people

The types of sports clubs that young disabled people belonged to varied little by sex and age group (see table 7.11).

133 Membership of football clubs was dominated by boys: 6% of boys were members compared to 1% of girls, a pattern that was consistent for both the younger and older age groups. Membership of swimming clubs, however, was balanced between the sexes and age groups.

Table 7.11: Top nine sports done in sports clubs Per centages who did sports as members of a sports club, outside school, not organised by the school, in the year, by age and sex. Sports listed in rank order, where 1% or more young people participated in the activity in clubs Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls Disabled % % % % % % % % % Swimming 4 4 4 3 4 4 3 4 4 Football 6 1 4 6 1 3 6 1 4 Gym 1 2 1 1 2 2 1 2 1 judo 2 * 1 2 1 1 2 1 1 Basketball * - * 2 * 1 1 * 1 Horse riding 1 1 1 * 1 1 * 1 1 Cross country - * * 1 1 1 1 1 1 Cricket * * * 1 * 1 1 * 1 Athletics * - * 1 1 1 1 * 1

Base: All young people 412 380 798 656 689 1365 1071 1071 2293

7.5 Sporting activity in other clubs where young people participate in sport

As part of the government’s Quality Protects initiative, there is a specific objective to increase the number of disabled children who use play and leisure services, including holiday play schemes, after school clubs and pre-school provision with appropriate support if necessary (sub-objective, 6.3).

Chart 7.3 shows that the young disabled people were less likely than the general population of young people to have attended church and religious clubs, youth clubs and girl/boy scouts. They were just as likely to attend girls/boys brigade and more likely to have taken part in a miscellaneous type of club (see chart 7.4).

134 Chart 7.3: Membership of other clubs where young people take part in sport: a comparison between young disabled people and young people generally

Girls' Brigade / Boy's brigade

Church, religious club

Youth club

Guides / Scouts

Other

0 5 10 15 20 25 %

Young disabled people General Young people

The proportion of young disabled people taking part in sport in guides/brownies/ rainbows or scouts/cubs/beavers was only 11% compared to 25% of young people in general. Girls were more likely than boys to take part in these activities (15% compared to 6%), although there were no significant differences between age groups.

Eight per cent of young disabled people took part in sport in a youth club compared to 20% of the general population of young people. The older age group (11-16) was more likely to take part in sport in a youth club than the younger age group (6-10) (11% compared to 3%), whilst there were no differences between the sexes. Four per cent also did sports in a religious group or church club compared to 7% of all young people.

135 Table 7.12: Clubs and organisations where sports were done out-of school lessons, apart from extra curricular sports, by age and sex. Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls 1999 Disabled % % % % % % % % % % Girls/boys brigade 3 2 2 3 2 2 3 2 4 2 Guides/scouts 8 16 12 6 15 10 6 15 25 11 Church/religious 4 5 4 2 4 3 3 4 7 4 club Youth club 4 2 3 11 11 11 8 8 20 8 Other uniformed 14 14 13 14 12 13 14 12 9 13 club

Base: All young people 428 401 835 690 737 1450 1121 1140 3319 2293

The most popular setting to take part in sport, however, was in an ‘other’ miscellaneous club (13%). Overall participation in these clubs did not differ between the sexes, although there were differences for specific types of clubs attended. Of those who were members of a miscellaneous club, 15% said they were in a club specifically for disabled people and 9% reported being in an after school club or play scheme.

Chart 7.4: Membership of other clubs where young people take part in sport: miscellaneous clubs, overall and by sex

Specific sport club

Unspecified

Disabled

After school club or play scheme

General sport club

Specific club, not sports

0 10 20 30 40 50 60 %

Boys Girls Total

136 Analysis by disability type produced some mixed results. Those with a hearing disability were most likely to have attended church/religious clubs (5%), youth clubs (11%) and other kinds of clubs (15%), whilst those with a vision disability were most likely to have attended guides/scouts (14%).

On the other hand, those with a speech disability were least likely to have attended church/religious clubs (2%). They were also the least likely to have attended guides/scouts (9%), together with those with an emotional or self-care related disability. Those with a self-care related disability were also least likely to have attended a youth club (5%) and some ‘other’ kind of club, which those with a mobility disability were also least likely to have attended (both 11%). There was little variation between disability types for attendance at girls/boys brigade.

Table 7.13: Clubs and organisations where sports were done out-of school lessons, apart from extra curricular sports, by type of disability. Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % Girls/boys brigade 2 2 2 2 2 3 1 2 2 Guides/scouts 14 13 9 10 10 9 9 10 11 Church/religious 4 5 2 3 3 3 3 4 4 club Youth club 8 11 7 6 8 8 5 7 8 Other 13 15 13 11 13 13 11 13 13 Base all young 750 293 1336 1017 1746 894 1339 1166 2293 people

7.6 Out-of school-facilities: access and use

Fifty per cent of young disabled people, compared to 75% of all young people, took part in sport in the last year in an indoor facility mainly used for sports. Twenty-eight per cent of young disabled people compared to 65% of young people in general had done some sport outdoors on a court, course, pitch, playing fields or swimming pool. However, significant proportions had undertaken sport in less formal settings: 37% of disabled people compared to 65% of all young people had undertaken sport indoors/outdoors at home or someone else’s home and 35% compared to 51% had undertaken sport at a natural setting. The lower proportions of disabled children using out of school facilities must, at least in part, be attributed to the relatively low proportion undertaking out of school sport.

137 Chart 7.5: Places where sports or exercises were undertaken: a comparison between young disabled people and the general population of young people

Indoor at other locations not mainly used for sport

Other (including roads, pathways)

Outdoors on a court, course etc.

Outdoors at a natural setting

Indoors / outdoors at home or someone elses home

Indoor facilties mainly used for sport

0 20 40 60 80 %

Young disabled people Total population of young people

Table 7.14 shows that there were some significant differences between the age groups and sexes. For example, younger children were more likely to have taken part in sport at indoor facilities mainly used for sport, at home or in someone else’s home, and outdoors at a natural setting. Boys were more likely than girls to have undertaken sport at all settings, with the exception of indoor facilities mainly used for sports and indoor at other locations, a pattern that was generally reflected in both age groups. Whilst there was no variation between the sexes and age groups overall for those undertaking sports at an indoor location not mainly used for sport, boys aged 6-10 were more likely than girls aged 6-10 to have undertaken sport at this setting.

138 Table 7.14: Places outside school where young people have taken part in sports or exercise in the last year, by age and sex Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls 1999 Disabled % % % % % % % % % % Indoor at facilities mainly 52 51 52 50 50 49 50 50 75 50 used for sports Indoor at other locations not 15 18 16 15 15 15 15 16 29 15 mainly used fro sports Indoors/outdoors at 44 42 43 39 31 34 41 35 65 37 home/someone else’s home Outdoors on a court, course, pitch, playing 31 26 28 32 24 28 31 25 65 28 field, swimming pool Outdoors at a 41 35 38 34 32 32 37 33 51 35 natural setting Other (including roads, 22 19 20 21 16 18 21 17 39 19 pathways)

Base: All young people 428 401 835 690 737 1450 1121 1140 3319 2293

Generally, those with a mobility disability were the least likely to have undertaken sport in all settings. Nevertheless, there was not a consistent pattern for those most likely to have undertaken sport at the different settings. It is significant, however, that those with a hearing disability were the most likely to have undertaken sport in a formal setting: 54% took part in sport in an indoor facility mainly used for sports and 33% had done some sport outdoors on a court, course, pitch, playing fields or swimming pool.

139 Table 7.15: Places outside school where young people have taken part in sports or exercise in the last year, by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % Indoor at facilities mainly used for 51 54 48 48 49 51 49 50 50 sports Indoor at other locations not 18 16 14 13 16 15 13 15 15 mainly used fro sports Indoors/outdoors at home/someone 36 40 36 33 37 37 45 36 37 else’s home Outdoors on a court, course, 27 33 25 22 27 29 23 28 28 pitch, playing field, swimming pool Outdoors at a 31 35 35 31 36 35 34 32 35 natural setting Other (including 18 18 17 16 18 20 17 18 19 roads, pathways) Base All young 750 293 1336 1017 1746 894 1339 1166 2293 people

140 Chapter 8 A comparison of sports done in and out of lessons

Summary

Overall, the average number of sports undertaken in school was higher than the number undertaken out school. Perhaps due to boys and girls undertaking the same National Curriculum, in school there was consistency in the number of sports undertaken between the sexes, but out of school boys on average were more likely to undertake a higher number of sports than girls, both at least once and frequently.

To a certain extent, young disabled people were taking part in different sports out of school lessons than those they got the opportunity to do in school. This is influenced not only by the sports young disabled people enjoy doing but also by the sports that they have access to and the barriers to sport participation that exist generally and specifically for young disabled people.

For the majority of sports, the participation rates were higher in school than out of school. However, participation was higher out of school than in school for cycling and walking in particular, but there were also small but significant increases for football,l ten pin bowling, and skating and skate boarding.

There were some similarities between the sports done in lessons and those done out of lessons for those aged 6-10 for both boys and girls. For the older age group, there were more similarities in the top ten sports undertaken in school by boys compared to those undertaken out of school, whilst for girls, there were fewer similarities.

There were clear variations between the types of sports young disabled people undertook in school and those undertaken out of school. Young disabled people were more likely to have undertaken athletics and gymnastic activities, games overall (team games, although not racquet and other games) and dance/ice skating in school. They were more likely to have undertaken outdoor and adventurous activities in their leisure time.

8.1 Comparing the number of sports done in a year in and out of lessons

Earlier in the report, the number of different sports young people were participating in, both in school lessons (see chapter 5) and out of lessons (see chapter 6), was analysed.

141 This chapter compares average number of sports undertaken by boys and girls in each age group, both at least once and at least 10 times in school, with the average number undertaken out of school. Overall, the average number of sports undertaken in school was higher than the average undertaken out school. On average, 5.7 sports were undertaken by young disabled people in school at least once, whilst 4.7 were undertaken out of school. Likewise, the average number of sports undertaken frequently was higher in school (2.1) than out (1.7).

However, the reverse was observed for the overall population of young people: in 1999, the average number of sports undertaken by all young people both at least once and frequently was higher out of school than in school. We must question why young disabled people are undertaking a higher number of sports in school than out, whilst young people overall are undertaking a higher number of sports out of school than in. Is it because young disabled people are facing particular barriers that prevent them from undertaking sport out of school? This issue is investigated in chapter 11.

In school lessons, younger children tended to take part in fewer activities than older children whatever the sex, both at least once and at least 10 times. Out of school, however, there was less difference between the ages, especially for the average number of sports undertaken frequently.

Overall, the average number of sports undertaken in school did not vary between the sexes. However, out of school, boys were likely to undertake a higher number of sports than girls, both at least once and frequently.

There was little difference in the number of sports undertaken, on average, by boys aged 6-10 in school compared to the number undertaken out of school, both at least once (4.9 vs 5.0) and frequently (2.0 vs 1.9). For older boys, however, the number of sports undertaken on average was higher in school than out of school, both at least once (6.0 vs 4.9) and frequently (2.1 vs 1.8).

142 Chart 8.1: Average number of sports done in the year: at least once, and at least 10 times, by age for boys

At least once out of school

At least once in school

Frequently out of school

Frequently in school

0 1 2 3 4 5 6 %

Aged 6-10 Aged 11-16

Younger girls had undertaken slightly more sports, on average, at least once in school than they had out of school, however there was little difference for the number of sports undertaken frequently. Older girls, as with boys, showed more significant differences for the number of sports undertaken, on average, in school compared to out of school; older girls had undertaken a higher number of sports, on average, in school both at least once and frequently. In fact, girls age 11-16 had undertaken nearly 2 more sports, on average, in school at least once than they had out of school, at least once.

143 Chart 8.2: Average number of sports done in the year: at least once, and at least 10 times, by age for girls

At least once out of school

At least once in school

Frequently out of school

Frequently in school

0 1 2 3 4 5 6 7 %

Aged 6-10 Aged 11-16

8.2 Comparing Individual sports in and out of lessons

To a certain extent, young disabled people were taking part in different sports out of school lessons than those they got the opportunity to do in school.

Chart 8.3 shows the comparisons between in school and out of school participation in relation to the top 20 sports which young disabled people had participated in frequently during last year, in or out of lessons (see char 4.2). Participation in swimming and football was relatively high both in school and out of school, with almost identical proportions undertaking swimming in school as those undertaking it out of school.

For the majority of sports, the participation rates were higher in school than out of school. Twenty four per cent undertook other games skills in school compared to 12% out of school. Also, 21% undertook gymnastics in school compared to 8% out of school. A significantly higher proportion had undertaken athletics/cross country running and rounders in school than out of school.

However, participation was higher out of school than in school for cycling (16% vs 5%) and walking (12% vs 5% ) in particular, but there were also small but significant

144 differences for football (18% vs 14%), ten pin bowling (5% vs 2%) and skating and skate boarding (5% vs 1%). For many sports, however, the differences between participation in and out of school were not significant. There was also some overlap between the top five sports undertaken frequently in school and those undertaken out of school – swimming, football and other games skills appear in both.

Chart 8.3: Comparisons between sports done frequently in school and out of school Top 20 sports undertaken in or out of lessons

Swimming, diving or lifesaving Other game skills Football Gym Cycling Athletics/ Cross country running Walking Rounders Aerobics, keep fit Dance classes Horse riding or pony trekking Basketball Cricket Tennis Skittles or tenpin bowling Rollerblading/skating or roller boarding Netball Hockey Badminton Goalball

0 10 20 30 40 % In school Out of school

8.2.1 Comparing Individual sports undertaken in and out of school: sex and age

Table 8.1 and table 8.2 shows that there were some similarities between the sports done in lessons and those done of out of lessons for those aged 6-10. For boys, six sports

145 appear in both the top ten sports done in school and the top ten out of school and seven sports appear in both top tens for girls. For both sexes, three sports appear in both the top five sports done in school and the top five sports done out of school. For boys these are swimming, other games skills and football whilst for girls they are swimming, other games skills and gym.

More boys were participating in other games skills (34% vs 19%), gym (27% vs 11%) and rounders (10% vs 4%) in school than they were out of school, despite these sports being in both top tens. On the other hand, whilst football and cycling were in both top tens, more boys were participating in both sports out of school than are in school (football; 26% vs 15% and cycling 20% vs 6%).

For girls, all sports that were in both top tens had a higher participation in school than out, with the exception of football and dance. For dance, there was no difference, whilst, for football, the participation rate was slightly higher out of school (9%) than in school (5%).

For boys athletics/cross country running, aerobics, dance and horse riding appear in the top ten in school but not in the top ten for participation out of school, whilst walking, roller skating, cricket, and skittles/tenpin bowling only appear in the out of school top ten. For girls, athletics/cross country, rounders, and goalball appear in the in school top ten but not in the out of school top ten, whilst cycling, walking, and roller skating appear only in the out of school top ten.

146 Table 8.1: Top 10 frequent sports in lessons and out-of-lessons: boys aged 6-10. Per centages who did each sport at least 10 times In Lessons Out-of-Lessons Type of activity % Type of activity % Swimming and diving+ 41 Swimming and diving+ 40 Other games skills+ 34 Football+ 26 Gym* 27 Cycling* 20 Football+ 15 Other games skills+ 19 Rounders* 10 Walking 11

Athletics/ cross 10 Gym* 11 country Aerobics 8 Roller skating etc. 6 Dance 8 Cricket 5 Horse riding 7 Skittles/tenpin bowling 5 Cycling* 6 Rounders* 4

Base: All boys aged 6-10

+ Sports in both top fives * Sports in both top tens, though not in top fives

Table 8.2: Top 10 frequent sports in lessons and out-of-lessons: girls aged 6-10. Per centages who did each sport at least 10 times In Lessons Out-of-Lessons Type of activity % Type of activity % Swimming and diving+ 38 Swimming and diving+ 36 Other games skills+ 37 Other games skills+ 18 Gym+ 28 Cycling 17 Aerobics* 14 Walking 13 Athletics/cross country 11 Gym+ 11

Rounders 8 Football* 9 Dance* 9 Aerobics* 9 Horse riding* 6 Roller skating etc. 7 Football* 5 Dance* 8 Goalball 5 Horse riding* 6

Base: All girls aged 6-10

+ Sports in both top fives * Sports in both top tens, though not in top fives

For boys in the older age groups, seven sports appear in both in and out of school top tens, whilst for girls, there are fewer similarities: six sports appear in each. Also, whilst for

147 boys, three sports (swimming, football and other games skills) appear in both top fives, for older girls only two sports (swimming and other games skills) appear in the top five sports in school and the top five sports out of school.

For older boys, nearly all the sports in both top tens had a higher participation rate in school than out of school. However, for football and cycling, whilst in both top tens, there was a higher participation rate out of school than in school (football; 29% vs 26% and cycling 17% vs 6%). Incidentally, for boys in the younger age group, these two sports were also the only sports in both top tens that had a higher participation rate out of school than in school.

For older girls, all sports that are in both top tens had a higher participation in school than out, with the exception of football, for which there was no significant difference.

For older boys athletics/cross country running, rounders, and horse riding appear in the top ten in school but not in the top ten for participation out of school; whilst walking, roller skating, and skittles/tenpin bowling only appear in the out of school top ten. This reflects the pattern for younger disabled children, with the exception of rounders, which was in both top tens. For older girls, athletics/cross country, rounders, netball, and basketball appear in the in school top ten but not in the out of school top ten; whilst cycling, walking, horseriding, and skittles/ten pin bowling appear only in the out of school top ten.

Table 8.3: Top 10 frequent sports in lessons and out-of-lessons: boys aged 11-16. Per centages who did each sport at least 10 times In Lessons Out-of-Lessons Type of activity % Type of activity % Swimming+ 37 Swimming+ 34 Football+ 26 Football+ 29 Gym* 16 Cycling* 17 Athletics/ cross 15 Walking 11 country Other games skills+ 14 Other games skills+ 7

Basketball* 11 Cricket* 7 Cricket* 10 Gym* 6 Rounders 9 Skittles/ tenpin bowling 6 Horse riding 6 Basketball* 6 Cycling* 6 Roller skating etc 5

148

Base: All boys aged 11-16

+ Sports in both top fives * Sports in both top tens, though not in top fives

Table 8.4: Top 10 frequent sports in lessons and out-of-lessons: girls aged 11-16. Per centages who did each sport at least 10 times In Lessons Out-of-Lessons Type of activity % Type of activity % Swimming+ 36 Swimming+ 32 Other games skills+ 21 Walking 13 Gym* 21 Cycling 12 Athletics/ cross 14 Football* 9 country Rounders 13 Other games skills+ 9

Netball 11 Gym* 6 Aerobics* 10 Aerobics* 6 Dance* 9 Horse riding 6 Football* 8 Dance* 6 Basketball 8 Skittles /tenpin bowling 6 Base: All girls aged 11-16

+ Sports in both top fives * Sports in both top tens, though not in top fives

149 8.3 Comparing types of sports in and out of school lessons

This section compares the five main categories of sports undertaken in school with those undertaken out of school.

There were clear variations between the types of sports young disabled people undertook in school and those undertaken out of school. Young disabled people were more likely to have undertaken athletics and gymnastic activities, games overall (team games, although not racquet and other games) and dance/ice skating in school. They were more likely to have undertaken outdoor and adventurous activities in their leisure time. For swimming, racquet games and other games, there were no significant differences between the participation rates in and out of school.

Table 8.5: Per centages who had done each type of activity in lessons and out-of-lessons in the last year at least 10 times. In school Out of school At least ten times At least ten times % % Athletics and Gymnastic Activities 37 20 Games 32 27 - Team 27 23 -Racquet 8 7 -Other 8 8 Swimming 37 35 Outdoor and adventurous activities 15 28 Dance/Ice-skating 8 5

Base: all young people 2293 2293

Games – team, racquet and other The proportion of young disabled people who had participated in games, such as football and rounders, frequently in school was higher than out of school.

Both in and out of school, frequent participation in games was higher among the older age group and boys.

Charts 8.4 a and b and 8.5 a and b detail the pattern of participation by sex within each age group for team games and racquet games.

150 Boys, both young and old, in and out of school, were more likely than girls to have participated in team games. However, older boys were more likely than younger boys and older girls more likely than younger girls, to have participated in team games both in and out of school.

Chart 8.4a: Per centages who did one or more team games at least 10 times in school lessons

35

30

25

20

15

10

5

0 Age 6-10 Age 11-16 Boys Girls

Chart 8.4b: Per centages who did one or more team games at least 10 times out of school lessons

35

30

25

20

15

10

5

0 Age 6-10 Age 11-16 Boys Girls

151

Overall, there were no differences between in and out of school participation in racquet games. For both sexes in school and girls out of school, the older age group were more likely to take part in racquet games. Whilst older girls were more likely than older boys to participate in racquet sports in school, there were no differences between the participation rates for older boys and older girls out of school. There were no differences between the sexes in the younger age group both in and out of school.

Chart 8.5a: Per centages who did one or more racquet games at least 10 times in school lessons

12

10

8

6

4

2

0 Age 6-10 Age 11-16 Boys Girls

152

Chart 8.5b: Per centages who did one or more racquet games at least 10 times out of school lessons

8

7

6

5

4

3

2 Age 6-10 Age 11-16 Boys Girls

153 5.5.2 Athletics and gymnastics Nearly twice as many young disabled people had participated in athletics and gymnastic activities frequently in school (37%) than out of school (20%).

The younger age group were more likely than the older age group to participate in athletics and gymnastic activities both in and out of school, although older girls were more likely to participate than older boys, whether it be in school lessons or in their own leisure time.

Chart 8.6a: Per centages who did one or more athletic or gymnastic activity at least 10 times in school lessons 45

40

35

30

25

20

15 Age 6-10 Age 11-16 Boys Girls

Chart 8.6b: Per centages who did one or more athletic or gymnastic activity at least 10 times out of school lessons

30

25

20

15

10

5

0 Age 6-10 Age 11-16 Boys Girls

154 5.5.2 Swimming

Participation rates in swimming were not significantly different in school lessons compared to those out of school (37% vs 35%).

In the younger age group, participation by boys was significantly higher than for girls, but no differences both in and of school were apparent between the two sexes in the older age group. In addition, whilst younger boys were more likely than their older counterparts to participate in swimming both in and out of school, there were no differences between the age groups for girls in school, with younger girls only marginally more likely than their older counterparts to undertake swimming out of school.

Chart 8.7a: Per centages who did swimming at least 10 times in school lessons

41

40

39

38

37

36

35

34 Age 6-10 Age 11-16 Boys Girls

Chart 8.7b: Per centages who did swimming at least 10 times out of school lessons

40

35

30

25

20 Age 6-10 Age 11-16 Boys Girls 155 5.5.2 Dancing or Ice skating activities

Young disabled people were marginally more likely to take part in dance or ice skating in school (8%) than they were out of school (5%).

Girls dominated this activity, although this was more apparent out of school than in school. Whilst older girls were more likely than older boys to participate in dance or ice skating activities in school, there were no differences between the sexes in the younger age group. Nevertheless, for both age groups, girls were more likely than boys to participate in dance and ice skating activities out of school.

156 Chart 8.8a: Per centages who did dance or ice skating at least 10 times in school lessons24 9

8

7

6

5

4

3 Age 6-10 Age 11-16 Boys Girls

Chart 8.8b: Per centages who did dance or ice skating at least 10 times out of school lessons 8

6

4

2

0 Age 6-10 Age 11-16 Boys Girls

24 Excluding roller-skating/blading/boarding to enable comparison with 1999 survey of all young people

157 5.5.2 Outdoor or adventurous activities

Outdoor or adventurous activities was the only category for which participation was higher out of school (28%) than in school (15%), and the gap between participation in school and out of school was relatively large (13%).

It is apparent that the younger age group were more likely to participate in outdoor or adventurous activities out of school, whilst no differences between participation rates for the age groups can be observed in school lessons. In school, younger boys were more likely than younger girls to participate in outdoor or adventurous activities. However, there were no differences in participation rates between the sexes for the younger age group out of school. Whilst older boys were slightly more likely than older girls to take part in outdoor and adventurous sports out of school, no differences can be found between the sexes within the older age group in school.

158 Chart 8.9a: Per centages who did one or more outdoor or adventurous activity at least 10 times in school lessons

16

15

14

13

12

11

10 Age 6-10 Age 11-16 Boys Girls

Chart 8.9b: Per centages who did one or more outdoor or adventurous activity at least 10 times out of school lessons

30

28

26

24

22

20 Age 6-10 Age 11-16 Boys Girls

159 Chapter 9 Placing sport in context with other leisure activities This chapter focuses on participation in sport in the context of other leisure activities, such as watching television. It also looks at attendance at live sporting events.

Summary

In general, young disabled people appeared less inclined to undertake sport or exercise in their leisure time than the overall population of young people; over half preferred to do other things than sport and leisure. In line with the pattern observed in the 1999 survey for the overall population of young people, older children and girls were more likely to prefer to do other things than sport in their free time.

Young disabled people spent on average 3.4 hours a week undertaking sport and exercise. This was lower than the general population of young people who spent, on average, 7.5 hours a week on sport. However, on average, young disabled people spent more time participating in sports or exercise than they did most other activities, with the exception of watching television, which they spent more time doing and playing computer games, which they spent just as much time doing.

Over half of young disabled people had not watched a live sporting event in the last year compared to 29% of the overall population of young people. Those who had watched a live sporting were likely to have done so less often than once a month.

9.1 What activities are young people doing in their spare time?

Young disabled people were asked whether they prefer to do other things than sport and leisure in their free time. Over half (52%) agreed that they did prefer to do other things, 27% of these strongly agreed. Thirteen per cent strongly disagreed, which implies that they preferred sport and exercise above other forms of activity. Compared with the general population of young people, young disabled people were more likely to agree strongly (27% vs 17%) with the statement and less likely disagree strongly (13% vs 27%). This suggests that young disabled people were less likely than all young people to prefer doing sport and exercise over other things in their spare time.

160 Older children (55%) were more likely than younger children (47%) and girls (54%) more likely than boys (50%) to agree that they prefer to do other things than sport in their free time.

Young disabled people were also asked about the number of hours a week they spent on particular leisure activities, including participation in sport. On average, they spent more time watching television and videos than the general population of young people (14.6 hours compared to 11.4) and less time undertaking sport or exercise (3.4 compared to 7.5 hours).

Young disabled people, however, spent more time participating in sports or exercise (3.4 hours) than they did reading a book (3.2); doing school homework (1.2); looking after younger children (0.9); playing a musical instrument (0.4); or doing another kind of hobby (1.4). On average, they spent as much time playing computer games (3.4) as taking part in sports or exercise (3.4). However, two groups had, on average, spent more time playing computer games than doing sport and exercise. These were boys (5.1 on computer games vs 4.3 on sport) and older children (3.7 vs 3.1).

Boys, on average, had spent longer than girls watching television (15.1 vs 14.1), doing sport and exercise (4.3 vs 2.6) and playing computer games (5.1 vs 1.8). Girls had spent more time doing all other activities, with the exception of homework and playing a musical instrument, for which there was no difference between boys and girls.

Older children had spent more time than younger children watching television (15.7 vs 12.7), playing computer games (3.7 vs 2.9) and looking after younger children and/or other relatives (1.1 vs 0.5). Younger children, however, had spent longer doing sport (3.9) than older children (3.1).

161 Chart 9.1: Average time (in hours) spent doing each activity out of school lessons: a comparison between young disabled people25 and the general population of young people

Other hobby

Played a musical instrument

Looked after younger children/ relatives

Done school homework

Read books, magzines, comics

Played computer games

Taken part in sports/ exercise

Watched tv, videos

0 2 4 6 8 10 12 14 16 % All young people Young disabled people

Young disabled people with different types of disabilities spent their leisure time undertaking broadly the same activities, however there was some variation in terms of the amount of time spent undertaking these activities. All young people with different disability types spent, on average, the most time watching television than all other leisure activities – those with pain had spent, on average, the most time watching television (15.1 hours), whilst those with a vision disability, the least (13.8 hours.)

Consistent with the pattern we have seen throughout the study for those undertaking sport or exercise, those with a hearing disability had, on average, spent the most time doing sport or exercise (4.3 hours) and those with a mobility disability the least (2.6 hours). Moreover, those with a mobility disability had, on average, spent more time reading books (3.2 hours) and playing computer games (3.2 hours) than they had undertaking sport or exercise (2.6 hours). Those with an emotional disability and those with pain had also spent, on average, more time playing computer games than taking part in sport or exercise.

25 Base for each activity is all young people who stated a time for that particular activity

162 Table 9.1: Average time (in hours) spent doing each activity out of school lessons by disability type26 Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % Watching 13.8 14.3 14.1 14.9 14.3 14.9 14.1 15.1 14.6 television Reading books 3.3 3.7 3.1 3.2 3.1 3.1 3.1 3.4 3.2 etc. Taking part in 3.4 4.3 3.3 2.6 3.4 3.3 3.0 3.3 3.4 sport or exercise Playing a musical 0.5 0.3 0.5 0.5 0.4 0.4 0.5 0.5 0.4 instrument Playing computer 3.1 3.5 2.9 3.2 3.3 3.7 2.8 3.6 3.4 games Looking after other 1.1 0.9 0.5 0.5 0.7 0.9 0.3 1.0 0.9 children/relatives Doing school 1.3 1.6 0.9 1.2 1.0 1.1 1.0 1.3 1.2 homework Other hobby 1.7 2.1 1.8 1.9 2.0 1.9 1.8 2.0 1.9

9.2 Watching sporting events

Over half of young disabled people (56%) had not watched a live sporting event in the last year, compared to 29% of the overall population of young people.

A quarter (26%) of the disabled children watched a sporting event less often than once a month, which means that only 19% watched a sporting more than once a month, compared to 36% of all young people.

Younger children (61%) were more likely than older children (53%) and girls (60%) more likely than boys (52%) to have never watched a sporting event in the last year.

26 Base for each activity is all young people who stated a time for that particular activity, therefore no base can be stated.

163 Table 9.2: Frequency of watching a sporting event (such as a football match, athletics or a swimming gala) out of school lessons in the last year, by age and sex Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls Total Total % % % % % % % % Disabled Young People % %

Several days a week 1 2 1 2 2 2 1 2 2 4 Once or twice week 8 4 6 10 7 9 9 6 8 13 Once or twice a month 9 10 10 10 8 9 10 9 9 19 Less often 26 18 22 29 26 28 28 23 26 36 Never 56 66 61 49 57 53 52 60 56 29

Base: All young people 362 349 714 586 618 1219 951 969 2293 3319

The type of disability that a young person has impacted upon the frequency of watching a sporting event. Those with a speech disability were the least likely to have watched a sports event in the last year (60% had not watched a sporting event in the last year), whilst those with pain were the most likely to have watched a sporting event (53% had not watched a sporting event in the last year).

The pattern for watching sporting events was therefore different from the pattern observed for those undertaking sport and exercise. Whilst those with a hearing disability had generally been the most likely to have undertaken sport, they were the second least likely (joint with those with a self care related disability) to have watched a sporting event in the last year. Likewise, whilst those with a mobility disability had generally been the least likely to have undertaken any sport in the last year, they were the second most likely to have watched a sporting event (together with those with a vision disability).

Table 9.3: Frequency of watching a sporting event (such as a football match, athletics or a swimming gala) out of school lessons in the last year, by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % Several days a 1 2 1 1 1 2 1 2 week 2 Once or twice 8 7 6 7 7 7 7 8 week 8 Once or twice a 10 10 8 11 9 9 9 11 month 9 Less often 26 23 25 26 26 26 25 27 26 Never 55 58 60 55 57 57 58 53 56 Base All young 750 293 1336 1017 1746 894 1339 1166 2293 people

164 Chapter 10 Motivating Involvement in Sport Too often the attitudes of young people and young disabled people in particular have been ignored or disregarded in research. This chapter describes young people’s views on sport and leisure and about what motivates them to participate in sport. The flip side of the coin - what puts them off participating in sport will be dealt with in the next chapter – ‘Barriers to sport.’ This chapter begins with the sports which young people most enjoy in school lessons, and those that they dislike.

Summary

Whilst having lower participation rates than all young people, the majority of young disabled people enjoyed participating in sport both in PE lessons and in their own time. However, young people aged 11-16 and girls were the two groups least likely to enjoy sport, a finding that was the same for all young people.

The sports which young disabled people said they enjoyed most were swimming and football compared to football and rounders, which were enjoyed most by all young people. The sports which young disabled people enjoyed the least were cross country running/jogging, football and hockey, compared to athletics, hockey and cross-country nominated by all young people. The number of young disabled people who enjoyed hockey is outweighed by those who dislike it but many more young disabled people enjoyed football than disliked it.

Young disabled people were asked questions about competitiveness in sport. Boys were marginally more competitive than girls, and younger children appeared more competitive than those aged 11-16 at sport. Those with a hearing disability were more competitive than those with other disabilities. These sub-groups were also more likely to regard sport as a social activity, a way of being with their friends and were more likely to say that their families encouraged them to participate in sport and exercise.

The majority of young people recognised the importance of keeping fit, and this was particularly true for girls, young people aged 11-16, and those with a hearing disability. However girls and young people age 11-16 were least likely to enjoy participating in sports and to say that they felt fit and healthy when exercising.

165 The most off-putting physical aspects in sport were being hit, kicked or falling over during sport, having to go out in bad weather and getting cold and wet. Girls and those with an emotional disability were most likely to see these aspects of sport as off-putting. Sixty-two per cent of young disabled people minded being left out because of their disability, a proportion that was higher for young disabled people age 6-11 and those with a hearing disability.

Only 36% of young disable people compared to 70% of the general population of young people, named a sporting figure that they particularly admired or looked up to footballers such as David Beckham, Michael Owen and Alan Shearer as well as athlete Linford Christie, tennis player Tim Henman and ‘The Rock’ (W.W.F wrestling) were particularly popular. No women were in the top five most popular sports personalities.

10.1 Which sports do young people enjoy in school lessons?

Young people were asked whether they enjoyed all the sports they had undertaken in school lessons or, if not, they were asked to name three sports or exercises that they enjoyed the most. Thirty per cent said that they enjoyed all sports and exercise they do in lessons, a lower proportion than all young people (41%).

Younger children were more likely than older children to like all sports (33% vs28%) and boys more likely than girls (33% vs 28%).

We have seen that those with hearing disabilities were more likely to undertake sport compared to those with other disabilities. It was also apparent that they were also more likely to enjoy all sport they undertook – 33% of those with a hearing disability said they enjoyed all sport. Likewise, those with mobility disabilities were not only the least likely to undertake sport, but also the least likely to report enjoying all sport (26%).

Interestingly, those in a special school were more likely to say that they enjoyed all sports and exercise (34%) than those in a mainstream school (27%).

The majority of young disabled people nominated up to three sports which they enjoyed most in school lessons. Swimming and diving was the sport enjoyed by the highest proportion of young people (42%) and football was the second most enjoyed sport (22%). In fact, twice as many young disabled people (42%) as all young people (21%) nominated swimming in the top three sports they enjoyed most in lessons. In addition to swimming, two other sports were nominated by a higher proportion of young disabled people than by all young people. These were other games skills (10% compared to 6%) and horse riding (7% compared to 0.2%). However, a much higher proportion of all young people than

166 disabled people (over 10% difference) nominated football, rounders, cricket, tennis, netball and athletics. For other sports such as gym, running, dance and games, there was no significant difference between the two groups.

Chart 10.1: Top 20 sports ‘enjoyed the most in lessons’ Swimming and diving Football Gym Rounders Other games skills Basketball Cross country running, jogging Horse riding, pony trekking Cricket Dance Tennis Netball Games/PE Hockey/ice Hockey Badminton Climbing. abseiling etc. Walking Athletics Tenpin bowling/skittles Rugby

0 10 20 30 40 50 % Disabled Young people All young people

10.2 Which sports don’t young people enjoy in school lessons?

On in twenty (4%) of all young disabled people said that they did not enjoy any sports in lessons, a proportion identical to that for the overall population of young people. Whilst there was a slightly higher proportion in the older age group compared to the younger age group (5% vs 3%), there were no significant differences between the two sexes or between school types. In addition, the proportions disliking all sport did not vary significantly between disability types.

The types of activities named that disabled young people disliked were cross country running/ jogging (7%), football (6%), hockey/ice hockey (5%), rounders (3%) and cricket (3%).

167

Chart 10.2 compares the top 20 sports enjoyed by young people with the proportions sating that they disliked those activities. There were no sports that a higher proportion of young people disliked than enjoyed but for some sports there was no significant difference between the two proportions, for example games (2% disliked vs 4% enjoyed) and hockey (5% disliked vs 4% enjoyed).

Chart 10.2: Top 20 sports ‘enjoyed’ and ‘not enjoyed’ in school lessons

Swimming Football Gym Rounders Other games skills Basketball Cross country running. jogging Horse riding, pony trekking Cricket Tennis Netball Dance Games/PE Hockey/ Ice hockey Badminton Climbing/abseiling Walking Athletics Tenpin bowling/skittles Rugby

0 10 20 30 40 50 % Enjoyed Didn't enjoy

10.2.1 Enjoyment of sports in school lessons by sex within ages 6-10

For boys and girls aged 6-10, as well as being the sport undertaken the most, swimming was the sport enjoyed the most, 43% for boys and 47% for girls. For boys, the second most enjoyed sport was football (29%) then other games skills (14%), gym and rounders (both 11%). For girls, the second most enjoyed sports was other games skills (24%) then gym (14%), rounders (11%) and cross country, jogging and running (10%).

Of the activities most frequently taken part in at least once in school by boys and girls of primary school age, (other games skills, swimming, gym, athletics, rounders and aerobics), all, except athletics and aerobics, were rated as fairly enjoyable. Taking into

168 account the proportion disliking the sport, the highest net enjoyment scores27 were for swimming (+41 for boys and +45 for girls), other games skills (+11 for boys and +19 for girls), gym (+9 for boys and +12 for girls) and rounders (+8 for boys and +9 for girls). However, the net score for athletics was +1 for boys and zero for girls and for aerobics, less than +0.5 for boys and –1 for girls.

Football, which was undertaken by a significantly higher proportion of boys (42%) than girls (18%) accordingly had a higher net enjoyment score by boys (26) than girls (3).

The activities where net enjoyment was lowest for boys were aerobics (less than 0.5), netball (0) and baseball (0). For girls, the activities with the lowest net enjoyment score were aerobics (-1), skittles (-1),athletics (0), basketball (0), walking (0).

27 Net scores are calculated by subtracting the proportions of those not enjoying an activities from the proportion of those who say they enjoy it.

169 Table 10.1: School sports enjoyed most and least by age 6-10 and sex Per centages who did sport at least once in lessons, and per centage who included the sport in the three they most or least enjoyed in lessons Boys aged 6-10 Girls aged 6-10 Did Participation Did not Net Participation Net Enjoyed Enjoyed not rates enjoy score rates score enjoy Swimming, diving or 61 43 2 +41 59 47 2 +45 lifesaving Other game 64 14 3 +11 69 24 5 +19 skills Gym 49 11 2 +9 53 14 2 +12 Athletics 42 2 1 +1 42 1 1 0 Football 42 29 3 +26 18 7 4 +3 Rounders 30 11 3 +8 27 11 2 +9 Aerobics, 22 * - * 27 * 1 -1 keep fit Basketball 11 4 2 +2 6 1 1 0 Dance 18 6 2 +4 20 9 1 +8 classes Walking 14 2 1 +1 14 2 2 0 Tennis 11 4 1 +3 11 3 2 +1 Cricket 11 5 1 +4 6 3 1 +2 Hockey 8 3 1 +2 9 3 2 +1 Horse riding or 13 7 1 +6 14 7 * +7 pony trekking Cross country, jogging 12 10 5 +5 7 10 7 +3 and running Netball 3 1 1 0 8 4 2 +2 Cycling 12 2 * +2 11 3 * +3 Badminton 4 1 - +1 3 1 - +1 Skittles or tenpin 8 2 * +2 7 * 1 -1 bowling Baseball 8 1 1 0 7 1 - +1 All sports 37 4 30 1 Base: All young 428 401 people

10.2.2 Enjoyment of sports in school lessons by sex within ages 11-16

For boys aged 11-16, football (40%) and swimming (38%) then cricket (13%) and basketball (12%) were the sports enjoyed the most. For girls, the sports enjoyed the most were swimming (42%) then rounders (16%), gym (13%) and netball (13%).

170 Of the activities most frequently taken part in at least once in school by boys and girls of secondary school age, (swimming, other game skills, gym and athletics), swimming had a high net score for boys (+34) and girls (+40). Other games skills had a low net enjoyment score for both boys (+1) and girls (0), as did athletics (+1 for both boys and girls). Gym was enjoyed more by girls (+10) than boys (+4 ).

Football and cricket were undertaken by a significantly higher proportion of boys than girls. Accordingly they had a higher net enjoyment score by boys than girls. For boys the net enjoyment score for football was +33, whilst only +3 for girls. Likewise, the net enjoyment score for cricket was +9 for boys and 0 for girls.

Rounders, dance and aerobics were all undertaken by a higher proportion of girls than boys. Whilst rounders had a significantly higher net enjoyment score for girls (+11) than for boys (+6), the enjoyment score for dance was not that much higher for girls (+5) than for boys (+1) and, for aerobics, the gap was even smaller; +2 for girls and 0 for boys.

The activities where net enjoyment was lowest for boys was aerobics, hockey and netball (all 0). For girls, the activities with the lowest net enjoyment score were cross country running (-4), hockey (-3), other games skills, cricket and baseball (all 0).

171 Table 10.2: School sports enjoyed most and least by age 11-16 and sex Per centages who did sport at least once in lessons, and per centage who included the sport in the three they most or least enjoyed in lessons Boys aged 11-16 Girls aged 11-16 Did Participation Did not Net Participation Net Enjoyed Enjoyed not rates enjoy score rates score enjoy Swimming, diving or 55 38 4 +34 57 42 2 +40 lifesaving Other game 37 3 2 +1 46 5 5 0 skills Gym 40 8 4 +4 44 13 3 +10 Athletics 38 3 2 +1 42 4 3 +1 Football 53 40 7 +33 26 11 8 +3 Rounders 29 8 2 +6 42 16 5 +11 Aerobics, 13 1 1 0 29 3 1 +2 keep fit Basketball 29 12 4 +8 25 10 2 +8 Dance 12 3 2 +1 25 7 2 +5 classes Walking 21 3 1 +2 20 3 2 +1 Tennis 20 7 3 +4 25 7 3 +4 Cricket 28 13 4 +9 16 4 4 0 Hockey 17 4 4 0 26 6 9 -3 Horse riding or 13 6 1 +5 18 8 1 +7 pony trekking Cross country, jogging 19 6 5 +1 19 6 10 -4 and running Netball 7 2 2 0 32 13 5 +8 Cycling 16 2 * +2 15 2 * +2 Badminton 15 5 2 +3 21 5 3 +2 Skittles or tenpin 17 2 * +2 17 4 1 +3 bowling Baseball 13 2 1 +1 14 1 1 0 All sports 30 4 26 6 Base: All young 690 737 people

10.3 What subjects do young people enjoy?

Enjoyment of sport both in and out of school can be analysed in context of other enjoyment of other subjects. Young disabled people were asked to say whether they agree strongly; agree slightly; disagree slightly or disagree strongly with a series of statements relating to enjoyment of PE and other subjects in schools and sport in their

172 leisure time. This section gives results for those agreeing (agree strongly and agree slightly). Results for all answers can be found at the end of the chapter.

The majority of disabled young people (75%) enjoy PE games lessons in school, a proportion that was lower than the overall population of young people (90%). Two thirds (66%) of the young disabled population agreed that they enjoyed most school subjects. The proportion agreeing that they enjoyed PE games lessons (75%) was significantly higher than those agreeing that they enjoyed all school subjects (66%). This suggests that young disabled people were more likely to enjoy PE games lessons than other other school subjects. Therefore the low number of hours spent in PE lessons is not due to disinterested pupils, rather, young disabled people are not being given the opportunity to participate in PE lessons as much as they would like.

Analysis by gender and age group suggests that girls (73%) and older children (71%) were less likely to enjoy PE lessons compared to boys (77%) and younger children (82%). Indeed, what is interesting is that girls (73%) were much more likely than boys (59%) to say they enjoyed most school subjects and there was no significant difference between the age groups for enjoying most school subjects (67% vs 65%).

Indeed, a higher proportion of boys agreed that they enjoyed PE (77%) than agreed that they enjoyed most school subjects (59%), but the same proportion of girls enjoyed PE as enjoyed most school subjects. This suggests that boys have a higher enthusiasm for PE than other school subjects, whilst girls enjoy other subjects just as much as they enjoy PE.

Just under two thirds (65%) agreed with the statement that they enjoy doing sport and exercise in their leisure times. Whilst this is again lower than the proportion agreeing with the statement in the general population of young people, it is still a significant majority. As with those agreeing that they enjoyed PE games lessons, boys (68%) and younger children (68%) were more likely than girls (62%) and older children (64%) to agree that they enjoy doing sport and exercise in their leisure time.

Fifty two per cent of young disabled people agreed with the statement that they prefer to do other things than sport in their leisure time, compared to 41% for the overall population of young people in the1999 survey (see chapter 9). Therefore, whilst the majority did enjoy doing sport and exercise in their leisure time, a significant proportion would prefer to do something else other than sport.

173

Table 10.3: Views about sport and leisure – whether young people agree with each statement Agree Total Total All young Young Boys Girls Age 6-10 Age 11-16 people 1999 disabled % % % % % % I enjoy PE games 90 75 77 73 82 71 lessons in school I enjoy most school 71 66 59 73 67 65 subjects I enjoy doing sport and exercise in my leisure 89 65 68 62 68 64 time I am good at most 75 48 45 51 45 50 subjects I am good at sport and 79 46 50 41 46 45 exercise I want to be successful at 78 45 49 40 46 43 sport I only enjoy sport and 58 44 47 42 44 44 exercise if I do it well I am a ‘sporty’ type of 69 34 40 28 35 34 person I am better at ‘PE and Games’ than most other 49 32 36 28 36 30 school subjects Base: all young people 3319 2293 1121 1140 835 1450

Analysis by disability type broadly reflects participation in sport. Those with a hearing disability were the most likely to agree with the statements relating to enjoyment of, success in, and ability in sport, whether in or out of lessons. Therefore they were the most likely to agree that they enjoy doing PE games lessons in school (80%), that they enjoy doing sport and leisure in their spare time (69%), that they are good at sport and exercise (54%), that they want to be successful in sport (55%), that they are a sporty type of person (41%) and that they are better at ‘PE and Games’ than most other school subjects (39%). However, they were also the most likely to only enjoy sport if they did it well (49%) – perhaps highlighting this groups’ competitive attitude to sport (see section 10.7 “Are young disabled people competitive”).

Those with a hearing disability were also the most likely to agree that they were good at most school subjects (52%), although nearly the same proportion of those with a vision

174 disability also agreed with this statement (51%). Those with a vision disability were also the most likely to agree that they enjoyed most subjects (72%).

Those with a mobility disability were least likely to agree with all the statements relating to sport, except for I want to be successful at sport, with which those with a self-care related disability were least likely to agree. Those with an emotion disability were least likely to agree that they enjoyed most subjects (61%) and those with a speech disability least likely to agree that they were good at most subjects (38%).

Table 10.4: Table: Views about sport and leisure – whether young people agree with each statement by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % I enjoy PE games 74 80 77 69 76 71 73 71 75 lessons in school I enjoy most 72 67 65 65 64 61 64 66 66 school subjects I enjoy doing sport and exercise in my 65 69 62 58 64 62 60 63 65 leisure time I am good at most 51 52 38 46 42 43 40 49 48 subjects I am good at sport 43 54 41 32 44 41 37 40 46 and exercise I only enjoy sport and exercise if I do 44 49 38 36 44 46 36 41 45 it well I want to be 44 55 38 37 43 42 35 43 44 successful at sport I am a ‘sporty’ type 33 41 32 25 33 33 27 31 34 of person I am better at ‘PE and Games’ than 30 39 33 22 33 30 27 27 32 most other school subjects Base All young 750 293 1336 1017 1746 894 1339 1166 2293 people

175 10.4 Is it important to be fit?

Over two thirds of young people agreed that it is important to keep fit. However the proportions agreeing with this statement was 25% lower than all young people (93%). Girls (71%) and older children (71%) were more likely than boys (66%) and younger children (65%) to agree with the statement.

Furthermore, slightly less than half (48%) agreed that they feel fit and healthy when they do sport and exercise. Whilst boys (51%) were more likely to agree that they feel fit and health than girls (46%), there was no difference between the age groups. It is interesting that girls were more likely than boys to agree that they think it is important to keep fit, but were less likely than boys to agree that they actually feel fit when doing sport.

Table 10.5: Views about sport and leisure – whether young people agree with each statement Agree Total Total All young Young Boys Girls Age 6-10 Age 11-16 people 1999 disabled % % % % % % I think it’s important to 93 68 66 71 65 71 keep fit I feel fit and healthy when 82 48 51 46 47 49 I do sport and exercise Base: all young people 3319 2293 1121 1140 835 1450

Reflecting in their high participation rates, those with a hearing disability were most likely to agree with the statement I think it’s important to keep fit (73%). They were also the most likely to feel fit and healthy when they do sport and exercise (55%). A high proportion of those with pain (72%) were likely to thing it important to keep fit, although their participation rates were not particularly high. Perhaps this is reflected in the relatively low proportion (43%) of those with pain agreeing with the statement that they feel fit and health when they do sport and exercise.

Those with a self-care related disability and those with a speech disability were least likely to agree that it is important to keep fit (both 59%). Whilst those with a self-care related disability had among the lowest participation rates, those with a speech disability did not.

176 Table10.6: Views about sport and leisure – whether young people agree with each statement by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % I think it’s important to keep 70 73 59 65 66 67 59 72 68 fit I feel fit and healthy when I do 47 55 43 38 46 44 38 43 48 sport and exercise Base All young 750 293 1336 1017 1746 894 1339 1166 2293 people

10.5 Are young people with a disability competitive?

Generally, young disabled people were less competitive about sport than all young people. The proportions minding about doing sport with people who cheat, or break the rules to win; if they get left out because they are not good enough and they play badly are significantly lower than the overall population of young people. However, the proportions of disabled children minding if they are not as good as the others who are doing it; minding if they don’t win; or minding being in a competition where there are winners and losers were generally the same as all young people - a slightly higher proportion of young disabled people minded being in a competition where there are winners and losers (23% vs 20%).

Boys were marginally more competitive than girls – they were more likely than girls to mind doing sport with people who cheat or break the rules and to mind if they did not win. Younger children (aged 6-10) were more competitive than older children (aged11-16). Younger children were more likely to mind if they get left out because they are not good enough; if they are not as good as the others who are doing it; if they don’t win; and being in a competition where there are winners and losers

177 Table 10.7: Views about sport and leisure – whether young people minded about different aspects of sport Mind Total Total All young Young Boys Girls Age 6-10 Age 11-16 people 1999 disabled % % % % % % Do sport with people who cheat, or break the rules 89 67 68 65 66 68 to win If you get left out because you are not 73 60 60 60 62 58 good enough If you play badly 68 48 49 47 48 48 If you are not as good as the others who are doing 48 45 46 44 48 43 it If you don’t win 32 32 36 29 37 29 Be in a competition where there are winners 20 23 23 23 30 20 and losers Base: all young people 3319 2293 1121 1140 835 1450

Those with a hearing disability were generally the most competitive of all young disabled people, being the most likely to mind all statements. Those with pain were also the most likely to mind doing sport with people who cheat or break the rules.

No one group was clearly the least competitive. However, those with a speech, mobility or self care related disability were usually the least, or one of the least, likely to mind each statement.

178 Table 10.8: Views about sport and leisure – whether young people minded about different aspects of sport by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % Do sport with people who cheat, 67 69 57 59 65 68 57 69 67 or break the rules to win If you get left out because you are 63 69 56 56 62 65 55 62 60 not good enough If you play badly 50 58 43 42 48 52 40 51 48 If you are not as good as the others 48 57 41 38 45 51 38 46 45 who are doing it If you don’t win 35 45 32 26 35 38 28 31 32 Be in a competition where 22 27 23 21 25 28 22 24 23 there are winners and losers Base All young 750 293 1336 1017 1746 894 1339 1166 2293 people

10.6 Is sport a social activity?

Sport can act both as a means for socialisation and for inclusion of young disabled people with the wider population of young people, enabling young people who are not disabled to understand the abilities rather than the disabilities of those who are. This section looks at these two different aspects of the value of sport.

First, young disabled people were asked whether they agreed with the statement I do sport and exercise to be with my friends. Only 40% of young disabled people agreed with the statement compared to 54% of all young people. Forty four per cent of boys agreed that they do sport to be with their friends whilst 36% of girls agreed that this was a reason for doing sport.

179 Table10.9: Views about sport and leisure – whether young people agree with each statement Agree Total Total All young Young Boys Girls Age 6-10 Age 11-16 people 1999 disabled % % % % % % I do sport and exercise to 54 40 44 36 41 39 be with my friends Base: all young people 3319 2293 1121 1140 835 1450

Those with a hearing disability (47%) were the most likely to participate in sport and exercise to be with their friends, whilst those with a mobility disability were the least likely (33%).

Table 10.10: Views about sport and leisure – whether young people agree that they do sport and exercise to be with friends Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % I do sport and exercise to be with 40 47 38 33 40 38 35 39 40 my friends Base All young 750 293 1336 1017 1746 894 1339 1166 2293 people

Young disabled people minded playing sport with people you don’t want to play with (48% vs 47%) and doing sport and exercise with girls and boys together (13% vs 14%) just as much (or as little) as all young people. However, boys (50%) were more likely than girls (46%) to mind playing sport with people they don’t want to play with, whilst girls were more likely than boys to mind doing sport and exercise with girls and boys together (15% vs 11%). The older age group (14%) were also more likely than the younger age group (11%) to mind doing sport and exercise with girls and boys together.

Young disabled people were also asked questions relating to their disability and social integration. Discrimination or lack of understanding by the general population towards young disabled people can be a significant barrier in itself. It can also have a detrimental effect on the young person’s confidence towards sport.

Young disabled people were asked how much they minded if they got left out because of their disability. Seventy nine per cent gave a response to the question how much do you mind if you get left out because of your disability, which in itself is interesting since it suggests that the majority of young people have had experiences where they are left out because of their disability.

180 Sixty two per cent minded if they got left out because of their disability. This is a worryingly large proportion. The younger age group (64%) were more likely to mind being left out for this reason than older children (61%).

Although the proportions minding both situations were very low, a slightly higher proportion minded playing sport only with disabled children (15%) than minded playing sport with non-disabled children (11%). This suggests a slight preference on the part of the young disabled child towards integration with other children in the realm of sport rather than segregation Interestingly boys (16%) and older children (16%) were more likely to mind playing sport only with disabled children than were girls (13%) and younger children (12%).

Table 10.11: Views about sport and leisure – whether young people minded about different aspects of sport Mind Total Total All young Young Boys Girls Age 6-10 Age 11-16 people 1999 disabled % % % % % % If you get left out Na 62 62 62 64 61 because of your disability Play sport with people you don’t want to play 47 48 50 46 48 48 with Play sport only with Na 15 16 13 12 16 disabled children Play sport with non- Na 11 11 12 10 12 disabled children Do sport and exercise with girls and boys 14 13 11 15 11 14 together

In relation to exclusion and discrimination as a result of the young person’s disability, those with a hearing disability were most likely to mind being left out because of their disability (71%) and they were also the most likely to mind playing sport only with disabled children (18%). This perhaps suggests a preference towards integration rather than segregation with the general population of young people. However, although there was not a great amount of variation between disability types, this group was also the most likely to mind playing sport with non-disabled children.

Those with a vision disability also showed a preference towards integration – they were the least likely to mind playing sport with non-disabled children (14%).

181 Those with a self-care related disability and those with a speech disability were generally the least likely to mind getting left out because of their disability or playing sport only with disabled children.

Those with an emotion disability were the most likely to mind playing sport with people they don’t want to play with (53%). A relatively high proportion also said they minded all other aspects of sport and leisure. This perhaps is because they have an emotion disability and are therefore more likely to mind doing things than other disability types.

Table 10.12: Views about sport and leisure – whether young people minded about different aspects of sport by disability type Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % If you get left out because of your 64 71 60 63 63 67 60 65 62 disability Play sport with people you don’t 48 49 47 42 50 53 44 47 48 want to play with Play sport only with disabled 15 18 13 14 14 17 12 15 15 children Do sport and exercise with girls 14 17 12 10 14 15 11 13 13 and boys together Play sport with non-disabled 11 14 12 12 13 13 13 13 11 children Base All young 750 293 1336 1017 1746 894 1339 1166 2293 people

10.7 What is off putting about sport?

It is useful to know in what way young people are put off by sport itself. Young disabled people were asked whether they get embarrassed when they have to do sport and exercise and they were also asked what particular aspects of sport they mind.

Over a quarter (28%) of young disabled people compared to 16% of all young people agreed that they get embarrassed when they have to do sport. Girls and older children were more likely to get embarrassed.

182 Table 10.13: Views about sport and leisure – whether young people agree they get embarrassed when they do sport Agree Total Total All young Young Boys Girls Age 6-10 Age 11-16 people 1999 disabled % % % % % % I get embarrassed when I have to do sport and 16 28 25 30 26 29 exercise Base: all young people 3319 2293 1121 1140 835 1450

Interestingly, those with a hearing disability and those with an emotional disability were the most likely to agree that they get embarrassed (both 32%), whilst those with a speech disability (25%) were least likely to get embarrassed.

Table 10.14: Views about sport and leisure – whether young people agree they get embarrassed when they do sport Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % I get embarrassed when I have to 26 32 25 28 28 32 26 32 28 do sport and exercise Base All young 750 293 1336 1017 1746 894 1339 1166 2293 people

Table 10.15 shows whether young people minded different aspects of sport. A higher proportion of young disabled people minded each aspect of sport compared to all young people. In particular, young disabled people were much more likely than all young people to mind having to run about and be active (33% vs 12%); getting cold and wet (58% vs 39%); getting wet hair (35% vs 17%) and being hit, kicked or falling over during sport (68% vs 52%).

There were also some noticeable differences between the sexes. Girls were more likely than boys to mind being hit, kicked or falling over during sport (71% vs 65%); going outside for sport in bad weather (63%vs 54%); getting cold and wet (62% vs 54%); getting hot, sweaty and dirty (54% vs 43%); getting wet hair (39% vs 29%) and having to run about and be active (36% vs 30%). There were no differences between the two sexes for all other aspects.

For the majority of the aspects of sport, there were no differences between the ages in terms of the proportions minding about that particular aspect. However, those aged 6-10

183 were more likely than those aged 11-16 to mind being hit, kicked or falling over during sport (71% vs 67%) and if it takes you a long time to learn something new in sport (52% vs 43%). The only aspect of sport that those aged 11-16 were likely to mind more than those aged 6-10 was having to run about and be active (35% vs 28%). This should be related to the finding that twice as many disabled children aged 11-16 than those aged 6- 10 gave lack of motivation as a reason for not participating in sport.

Table 10.15: Views about sport and leisure – whether young people minded about different aspects of sport Mind Total Total All young Young Boys Girls Age 6-10 Age 11-16 people 1999 disabled % % % % % % Being hit, kicked or falling over during 52 68 65 71 71 67 sport Going outside for sport 44 59 54 63 58 60 in bad weather Getting cold and wet 39 58 54 62 56 58 Getting hot, sweaty 38 49 43 54 46 50 and dirty If it takes you a long times to learn 40 46 47 46 52 43 something new in sport Having to change in and out of sports 31 36 45 46 45 46 clothes Getting wet hair 17 35 29 39 35 35 Having to wash or 22 29 29 30 28 30 shower after sports Having to run about 12 33 30 36 28 35 and be active Base: all young people 3319 2293 1121 1140 835 1450

Analysis by disability type produced mixed results. However, those with an emotion disability and those with pain were generally the most likely to mind each aspect of sport. Those with an emotion disability were most likely to mind being hit, kicked or falling over during sport (73%), going outside for sport in bad weather (62%), having to change in and out of sports clothes (51%) and having to wash or shower after sports (35%). Those with pain were most likely to mind having to run about and be active (39%). Both minded getting cold and wet (61%). Those with a hearing disability, those with an emotion and

184 those with a pain disability were equally likely to mind going out for sport in bad weather (62%), whilst those with a hearing disability were the most likely to mind if it takes you a long time to learn something new in sport (56%) and getting wet hair (39%).

Table 10.16: Views about sport and leisure – whether young people minded about different aspects of sport by type of disability Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % Being hit, kicked or falling over 69 70 69 66 71 73 67 70 68 during sport Going outside for sport in bad 60 62 58 57 60 62 57 62 59 weather Getting cold and 60 59 58 60 60 61 59 61 58 wet Getting hot, 50 49 49 48 51 52 48 52 49 sweaty and dirty Having to change in and 46 48 46 48 48 51 47 49 46 out of sports clothes If it takes you a long time to 47 56 47 41 51 53 43 46 46 learn something new in sport Getting wet hair 35 39 37 36 37 37 36 36 35 Having to run about and be 36 38 33 37 35 37 33 39 33 active Having to wash or shower after 29 33 31 29 31 35 31 30 29 sports Base All young 750 293 1336 1017 1746 894 1339 1166 2293 people

10.8 Families and role models as motivators to participation in sport

Certain people can be important influences on the lives and behaviour of young people, including sport. This section looks at the family and role models as motivators to participation in sport.

185 10.8.1 Are families a motivator to participation in sport?

Seventy one per cent of young disabled people compared to 77% of all young people agreed with the statement that my family encourage me to do sport and exercise. Boys (73%) and 6-10 years olds (75%) were more likely than girls (69%) and 11-16 year olds (69%) to agree with the statement.

Table10.17: Views about sport and leisure – whether young people agree with the statement Agree Total Total All young Young Boys Girls Age 6-10 Age 11-16 people 1999 disabled % % % % % % My family encourage me 77 71 73 69 75 69 to do sport and exercise

Three quarters (75%) of young people with a hearing disability agreed that their family encouraged them to do sport and exercise, whilst 69% of those with a mobility disability agreed with this statement. Since those with a hearing disability were the most likely to participate in sport and those with a mobility disability the least likely, this could suggest that the family is an important influence in sport participation.

Table 10.18: Views about sport and leisure – whether young people agree with the statement Vision Hearing Speech Mobility Cognition Emotion Self care Pain Total % % % % % % % % % My family encourage me to 69 75 70 69 71 72 70 72 71 do sport and exercise Base All young 750 293 1336 1017 1746 894 1339 1166 2293 people

10.8.2 Sports men and women as role models

There is general concern surrounding the lack of sporting role models for young disabled people and also for girls. When asked about role models, only 36% of young disabled people, compared to 70% of the general population of young people, named a sporting figure that they particularly admired or looked up to.

Older children (38%) were more likely than younger children (33%) to name a role model. Whilst nearly half of all boys (44%) named a role model, only just over a quarter (27%) of girls did so – a pattern that was apparent in both age groups. Only 21% of girls in the

186 younger age group compared to 31% in the older age group named a role model, whilst there was no significant difference between younger and older boys.

It can be seen from chart 10.3 that the proportions identifying a sporting figure varied significantly by disability type. Those with a hearing disability (40%) were most likely to name a role model, whilst those with a speech disability were the least likely (31%).

David Beckham (7%) was the most frequently mentioned, then Michael Owen (4%), followed by Alan Shearer (3%), Linford Christie, Tim Henman, The Rock (W.W.F wrestling) and Ryan Giggs (all 1%). No women were in the top ten and only sixteen famous sports women were named in total by only 28 young disabled people, of whom three were boys.

Table 10.19: The proportion of young disabled people naming a sporting figure that they particularly admired or looked up to and the top five role models Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls Total Total % % % % % % % % Disabled Young People % %

Any 43 21 33 45 31 38 44 27 36 70 David Beckham 8 3 5 8 6 7 8 5 7 10 Michael Owen 6 2 4 4 4 3 5 3 4 10 Alan Shearer 4 2 3 3 2 3 4 2 3 3 Linford Christie - 2 1 1 1 1 1 1 1 3 Tim Henman 1 1 1 1 1 1 1 1 1 5 The rock – W.W.F Wresting 1 * 1 1 * 1 1 * 1 na

Base: All young people 428 401 835 690 737 1450 1121 1140 2293 3319

Chart 10.3: The proportion of young people naming a sporting figure that they particularly admired or looked up to by disability type

Pain Self care Emotion Cognition Mobility Speech Hearing

Vision 187

20 25 30 35 40 %

Table 10.20a: Views about sport and leisure – whether young people agree with each statement Young Disabled: People: Ages 6-10 Ages 11-16 Ages Ages 6-16 6-16 Boys Girls Total Boys Girls Total Total Total % % % % % % % % I enjoy PE games lessons in school Agree strongly 55 56 56 49 39 44 48 60 Agree slightly 26 26 26 26 29 27 27 30 Disagree slightly 6 5 5 7 8 8 7 5 Disagree strongly 4 3 3 8 11 10 7 3 Don’t know/no answer 10 11 10 10 12 11 11 2

I enjoy doing sport and exercise in my leisure time Agree strongly 42 39 41 39 25 32 35 64 Agree slightly 26 28 27 29 33 32 30 25 Disagree slightly 8 9 8 9 11 10 9 6 Disagree strongly 5 6 5 9 12 10 9 2 Don’t know/no answer 19 19 19 14 19 17 17 3 I am good at sport and exercise Agree strongly 22 14 18 24 15 19 19 41 Agree slightly 26 31 28 28 24 26 27 38 Disagree slightly 19 16 17 15 18 17 17 11 Disagree strongly 14 18 15 17 23 20 18 6 Don’t know/no answer 20 22 21 16 20 18 20 5 I enjoy most school subjects Agree strongly 29 41 35 27 38 32 33 32 Agree slightly 31 34 32 33 34 33 33 40 Disagree slightly 17 9 13 16 11 13 13 19 Disagree strongly 9 5 7 11 6 9 8 7 Don’t know/no answer 15 12 14 14 11 13 13 3 I am better at ‘PE and Games; than most other school subjects Agree strongly 19 16 18 20 12 15 16 26 Agree slightly 19 17 18 16 15 15 16 23 Disagree slightly 22 23 23 19 20 20 21 27 Disagree strongly 19 24 21 28 35 32 28 18 Don’t know/no answer 21 21 21 17 18 18 19 6

Base: All young people 428 401 835 690 737 1450 2293 3319

188 Table 10.20b: Views about sport and leisure – whether young people agree with each statement Young Disabled: People: Ages 6-10 Ages 11-16 Ages Ages 6-16 6-16 Boys Girls Total Boys Girls Total Total Total % % % % % % % % I am good at most school subjects Agree strongly 13 17 15 14 20 17 16 29 Agree slightly 29 30 30 34 32 33 32 46 Disagree slightly 22 16 19 21 19 20 19 16 Disagree strongly 18 19 18 16 12 13 15 4 Don’t know/no answer 18 19 19 17 17 17 18 5 I only enjoy sport and exercise if I do it well Agree strongly 20 21 20 21 19 20 20 29 Agree slightly 26 21 24 26 23 24 24 29 Disagree slightly 14 20 17 15 18 16 17 20 Disagree strongly 19 19 34 20 21 21 20 18 Don’t know/no answer 21 20 21 18 20 19 20 4 I think it’s important to keep fit Agree strongly 38 42 40 43 45 44 42 73 Agree slightly 24 26 25 26 27 27 26 19 Disagree slightly 5 2 4 7 4 6 5 3 Disagree strongly 2 3 2 2 3 3 2 1 Don’t know/no answer 31 27 29 22 21 21 24 4 I want to be successful at sport Agree strongly 26 20 23 30 18 24 24 54 Agree slightly 24 21 23 17 21 19 21 24 Disagree slightly 9 14 11 14 15 14 13 11 Disagree strongly 10 10 10 14 19 17 14 5 Don’t know/no answer 31 35 33 24 27 26 29 6 I do sport and exercise to be with my friends Agree strongly 20 15 17 22 13 17 17 26 Agree slightly 25 23 24 21 22 22 23 28 Disagree slightly 13 16 15 17 18 17 16 21 Disagree strongly 14 21 18 20 25 22 21 20 Don’t know/no answer 28 25 27 20 13 22 24 5

Base: All young people 428 401 835 690 737 1450 2293 3319

189 Table 10.20c: Views about sport and leisure – whether young people agree with each statement Young Disabled: People: Ages 6-10 Ages 11-16 Ages Ages 6-16 6-16 Boys Girls Total Total Girls Total Total Total % % % % % % % % I get embarrassed when I have to do sport and exercise Agree strongly 10 13 11 11 13 12 12 6 Agree slightly 15 13 14 14 19 17 16 10 Disagree slightly 17 18 17 15 13 14 15 15 Disagree strongly 33 33 33 41 34 37 35 64 Don’t know/no answer 25 23 24 19 21 20 22 5 My family encourage me to do sport and exercise Agree strongly 43 43 43 41 37 39 41 46 Agree slightly 33 31 32 30 29 30 30 31 Disagree slightly 6 8 7 8 12 10 9 10 Disagree strongly 5 5 5 7 8 7 6 9 Don’t know/no answer 13 14 14 14 14 14 14 5 I am a ‘sporty’ type of person Agree strongly 18 11 15 22 12 17 16 43 Agree slightly 21 20 20 20 15 17 18 26 Disagree slightly 19 21 20 16 19 17 18 15 Disagree strongly 22 22 22 25 35 30 27 11 Don’t know/no answer 21 26 24 18 21 19 21 5 I feel fit and healthy when I do sport and exercise Agree strongly 23 20 22 27 21 24 23 52 Agree slightly 24 27 25 26 25 25 25 30 Disagree slightly 12 11 12 14 15 14 13 9 Disagree strongly 9 12 10 10 15 13 12 4 Don’t know/no answer 32 31 32 24 21 24 27 5 I prefer to do other things than sport and exercise in my spare time Agree strongly 24 21 23 29 30 30 27 17 Agree slightly 23 26 24 22 28 25 25 24 Disagree slightly 15 16 15 17 14 15 15 26 Disagree strongly 14 13 14 14 10 13 13 27 Don’t know/no answer 24 23 24 17 18 18 20 6

Base: All young people 428 401 835 690 737 1450 2293 3319

190 Table 10.20d: Views about sport and leisure – whether young people minded about different aspects of sport Young Disabled: People: Ages 6-10 Ages 11-16 Ages Ages 6-16 6-16 Boys Girls Total Total Girls Total Total Total % % % % % % % % Play sport with non-disabled children Mind a lot 3 5 4 6 6 6 5 Na Mind a bit 5 7 6 6 7 6 6 Na Don’t mind much 20 17 18 17 18 18 18 Na Don’t mind at all 56 60 58 56 51 53 55 Na It doesn’t happen to me/no answer 16 12 14 15 19 17 16 Na Play sport with people you don’t want to play with Mind a lot 24 24 24 27 25 26 25 17 Mind a bit 27 21 24 22 22 22 23 30 Don’t mind much 16 19 17 18 19 19 18 28 Don’t mind at all 14 16 15 14 14 14 14 21 It doesn’t happen to me/no answer 20 20 20 19 20 20 20 4 Do sport or exercise with girls and boys together Mind a lot 5 5 5 6 7 7 6 5 Mind a bit 6 7 6 6 9 7 7 9 Don’t mind much 22 23 22 22 24 23 23 22 Don’t mind at all 56 57 56 52 46 49 51 60 It doesn’t happen to me/no answer 12 8 10 14 14 14 13 3 Be in a competition where there are winners and losers Mind a lot 14 14 14 11 11 11 12 7 Mind a bit 17 15 16 8 10 9 11 13 Don’t mind much 20 20 20 20 23 22 21 27 Don’t mind at all 31 37 34 45 39 42 39 50 It doesn’t happen to me/no answer 19 15 17 16 18 17 17 3 Do sport with people who cheat or break the rules to win Mind a lot 54 57 56 56 53 55 55 72 Mind a bit 10 10 10 14 12 13 12 17 Don’t mind much 7 5 6 5 7 6 6 4 Don’t mind at all 9 6 7 6 7 6 7 3 It doesn’t happen to me/no answer 20 23 21 20 22 21 21 3

Base: All young people 428 401 835 690 737 1450 2293 3319

191 Table 10.20e: Views about sport and leisure – whether young people minded about different aspects of sport Young Disabled: People: Ages 6-10 Ages 11-16 Ages Ages 6-16 6-16 Boys Girls Total Boys Girls Total Total Total % % % % % % % % If you play badly Mind a lot 32 25 28 27 26 26 27 31 Mind a bit 19 21 20 22 22 22 21 38 Don’t mind much 17 20 19 19 19 19 19 20 Don’t mind at all 18 19 18 19 19 18 18 9 It doesn’t happen to me/no answer 14 15 15 14 15 15 15 2 If you are not as good as the others who are doing it Mind a lot 29 22 26 19 21 20 22 15 Mind a bit 20 23 22 25 22 23 23 33 Don’t mind much 19 21 20 20 21 21 20 31 Don’t mind at all 18 21 19 23 22 22 21 19 It doesn’t happen to me/no answer 14 12 13 14 14 14 14 3 If you don’t win Mind a lot 25 14 19 17 10 13 15 9 Mind a bit 17 20 18 16 17 16 17 23 Don’t mind much 22 25 24 24 27 26 25 33 Don’t mind at all 24 30 27 31 33 32 30 32 It doesn’t happen to me/no answer 12 12 12 13 13 13 13 3 If you get left out because of your disability Mind a lot 51 51 51 47 43 45 47 Na Mind a bit 10 15 13 15 17 16 15 Na Don’t mind much 10 7 8 9 8 9 9 Na Don’t mind at all 8 8 8 9 9 9 8 Na It doesn’t happen to me/no answer 22 20 21 20 22 21 21 Na If you get left out because you’re not good enough Mind a lot 44 44 44 39 36 37 40 42 Mind a bit 17 19 18 20 22 21 20 31 Don’t mind much 10 9 10 11 11 11 11 9 Don’t mind at all 8 9 8 11 9 10 10 6 It doesn’t happen to me/no answer 21 19 20 19 21 20 20 11 If you have to play sport only with disabled children Mind a lot 5 7 6 10 9 9 8 Na Mind a bit 8 5 6 7 7 7 7 Na Don’t mind much 21 20 20 17 17 17 18 Na Don’t mind at all 44 45 44 49 49 49 47 Na It doesn’t happen to me/no answer 23 24 23 18 19 18 20 Na Getting cold and wet Mind a lot 35 44 39 35 40 37 38 16 Mind a bit 17 18 17 21 21 21 20 23 Don’t mind much 20 17 19 18 17 18 18 27 Don’t mind at all 20 12 16 17 10 13 14 32 It doesn’t happen to me/no answer 8 9 9 9 11 10 10 2

Base: All young people 428 401 835 690 737 1450 2293 3319

192 Table 10.20f: Views about sport and leisure – whether young people minded about different aspects of sport Young Disabled: People: Ages 6-10 Ages 11-16 Ages Ages 6-16 6-16 Boys Girls Total Total Girls Total Total Total % % % % % % % % Getting hot, sweaty or dirty Mind a lot 17 27 22 24 28 26 25 15 Mind a bit 23 24 24 21 28 24 24 23 Don’t mind much 25 22 24 24 21 23 23 27 Don’t mind at all 25 17 21 20 12 16 18 32 It doesn’t happen to me/no answer 10 10 10 11 12 11 11 2 Having to change in and out of sport clothes Mind a lot 20 22 21 23 22 23 22 11 Mind a bit 24 24 24 23 23 23 14 20 Don’t mind much 25 26 25 21 24 23 24 29 Don’t mind at all 19 17 18 20 27 18 18 38 It doesn’t happen to me/no answer 12 12 12 13 14 13 13 3 Going outside for sport in bad weather Mind a lot 36 44 40 39 46 43 42 23 Mind a bit 17 18 18 16 17 17 17 21 Don’t mind much 17 12 15 14 11 13 13 22 Don’t mind at all 15 9 12 15 8 11 11 30 It doesn’t happen to me/no answer 15 18 16 16 18 17 17 4 If it takes you a long time to learn something new in sport Mind a lot 31 26 29 22 21 22 24 12 Mind a bit 20 27 23 22 21 21 22 27 Don’t mind much 18 18 18 21 22 22 20 29 Don’t mind at all 15 13 14 18 16 17 16 24 It doesn’t happen to me/no answer 16 17 16 17 19 18 18 7 Getting wet hair Mind a lot 16 22 19 15 22 19 19 8 Mind a bit 13 19 16 15 17 16 16 10 Don’t mind much 25 23 24 23 24 24 24 20 Don’t mind at all 37 28 32 37 27 32 32 60 It doesn’t happen to me/no answer 10 8 9 10 10 10 10 2 Having to wash or shower after sports Mind a lot 11 17 14 18 17 17 16 10 Mind a bit 15 13 14 12 14 13 13 12 Don’t mind much 26 20 23 20 25 22 22 21 Don’t mind at all 29 27 28 34 29 31 30 43 It doesn’t happen to me/no answer 19 23 21 16 16 16 18 14 Being hit, kicked or falling over during sport Mind a lot 48 62 55 45 52 49 51 27 Mind a bit 19 13 16 19 16 18 17 25 Don’t mind much 10 7 9 11 8 9 9 22 Don’t mind at all 7 2 5 10 4 7 6 21 It doesn’t happen to me/no answer 16 16 16 15 20 18 17 5 Having to run about and be active Mind a lot 10 18 14 16 19 17 16 4 Mind a bit 14 15 14 17 19 18 17 8 Don’t mind much 23 21 22 20 20 20 21 22 Don’t mind at all 36 28 33 30 19 25 27 64 It doesn’t happen to me/no answer 16 18 17 18 22 20 19 22 Base: All young people 428 401 835 690 737 1450 2293 3319

193 Chapter 11 Barriers To Sport Young people with a disability are likely to experience a variety of barriers to participating in sport, which can be overcome by, for example, adapting facilities to take account of the young person’s disability, rather than by labelling the individual as abnormal and unable to participate due to the nature of their disability or illness itself. This section seeks to explore the barriers to participation in sport that exist for young disabled people and therefore shed some light on the possible solutions that can increase participation.

Summary

Ten per cent of young disabled people gave lack of motivation or lack of desire as a reason for not participating in sport. Older children were more likely than younger children to cite that they hadn’t got round to playing sport due to laziness.

Analysis by disability type illustrates that lack of motivation or lack of desire to participate in sport was conversely related to participation in sport. Furthermore, there was a negative correlation between degree of disability and lack of motivation/ desire to undertaken sport.

The most common barriers to participation in sport were lack of money, the child’s health and the unsuitability of local sports facilities for the young person’s disability (all 37%).

Relatively high proportions of young disabled people cited lack of disabled facilities or lack of suitable facilities for the young person’s disability. This demonstrates that there are large gaps in sports provision for young people with a disability. Higher proportions of younger children and boys experienced gaps in sports provision.

Analysis by disability type shows that young people with different disabilities experienced different types of barriers. Those with a mobility or self-care related disability were most likely to cite their disability, or gaps in disabled sports provision, as reasons for not participating in sport, whilst those with a hearing disability were more likely to cite reasons that are less orientated around their disability, such as bad weather or lack of time. Indeed, those with a mobility or self-care related disability had the lowest participation rates in sport, whilst those with a hearing disability, had the highest rates. Therefore, low participation in sport can to some extent be attributed to a lack of facilities suitably adapted to the needs of particular groups of disabled young people, namely those with a mobility disability and those with self-care related disabilities.

194 Two questions were asked with the direct view of investigating barriers to sport. The first asked what prevented the child from doing more sport or exercise over the last 12 months and was a question with prompted answers. The second question was open-ended and asked what was the main thing that had prevented the child from doing more sport or exercise over the last 12 months. Responses to both questions highlight a variety of issues from lack of disabled sports facilities to discrimination.

The questions also took into account the possibility that the relatively low participation in sport among young disabled people is due to apathy rather than external barriers. Before discussing the various barriers cited by young people, it is therefore important to establish whether young people with a disability were not participating in sport because they lacked the desire and/ or motivation to do so.

11.1 Motivation and desire to undertake sport

I just haven’t got round to it/ I’m lazy was given as a prompted reason for not participating in sport. Overall, 10% cited that laziness had prevented them from undertaking sport in the last year. Whilst this in itself is not a significant proportion, it is important to note that older children (12%) were twice as likely as younger children (6%) to cite that they hadn’t got round to playing sport due to laziness.

Table 11.1: Lack of motivation as a barrier to participation in sport by sex and age - prompted Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls Total % % % % % % % % % I just haven’t got round to it/I’m lazy 6 6 6 11 13 12 9 11 10 (prompted)

Base: All young people (excluding those not stating an answer) 362 349 714 586 618 1219 951 969 2147

Unprompted, the same proportion (10%) cited not wanting to do sport/ lack of motivation as a main barrier to participation. Again, older children (11%) were more likely than younger children (8%) to say that they didn’t want to do sport, although slightly more boys aged 6-10 (9%) than girls aged 6-10 (6%) said that they did not want to do sport.

195 Table 11.2: Lack of motivation as a main barrier to participation in sport by sex and age - unprompted Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls Total % % % % % % % % % Don’t want to do sport 9 6 8 11 11 11 10 10 10 (unprompted)

Base: All young people giving an answer 311 290 604 518 552 1082 829 844 1169

It is indisputable that this kind of lethargy needs to be tackled, however, the proportions are not large enough to conclude that the relatively low participation in sport by young disabled people is a result of laziness. Analysis by disability type illustrates that lack of motivation or lack of desire to participate in sport is conversely related to participation in sport. Furthermore, there is a negative association between degree of disability and lack of motivation/ desire to undertaken sport.

11.1.2 Disability types, degree of disability and the motivation and desire to undertake sport

Tables 11.3 and 11.4 show those citing lack of motivation/desire as a reason for not undertaking sport in the last year by disability type. Broadly speaking, those with a vision, hearing, cognitive or emotional disability were most likely to cite lack of motivation as a reason for not participating in sport, whilst those with a mobility, pain or self-care related disability were the least likely to cite lack of motivation.

These findings are especially interesting when related to the pattern for participation in sport. Those who were most likely to participate in sport – particularly those with a hearing disability – were also most likely to cite lack of motivation/desire to do sport as a reason for not undertaking sport in the last year. On the other hand, those who were least likely to participate in sport – especially those with a mobility of self-care related disability- are least likely to cite lack of motivation/desire as a reason for not undertaking sport. In other words, lack of motivation does not translate into low participation in sport and therefore cannot explain the relatively low participation in sport by certain disability types.

Table 11.3: Lack of motivation and/or desire to do sport by disability type - prompted Vision Hearing Speech Mobility Cognition Emotion Selfcare Pain Total I just haven’t got round 11 11 9 7 10 11 7 9 10 to it/I’m lazy

Base: All young people 711 279 1243 960 1644 1199 1253 1110 2147 answering the question

196 Table 11.4: Lack of motivation and/or desire to do sport by disability type - unprompted Vision Hearing Speech Mobility Cognition Emotion Selfcare Pain Total Doesn’t want to do 10 10 9 7 10 10 9 7 10 sport

Base: All young people 546 207 956 808 1263 969 1018 954 1688 answering the question

Moreover, for nearly every disability type, the more severe the disability, the less likely the young person to cite that lack of motivation/ desire has prevented them from participating in sport (see Table 11.5). There were, however, two exceptions to this rule. First, for those with hearing disabilities, lack of motivation/ desire to undertaken sport did not vary significantly by level of disability. Secondly, those with severe emotional problems were significantly more likely than those with only mild/moderate and those with no emotional problems to cite laziness or lack to desire to undertake sport as a barrier to participation.

197 Table 11.5: Lack of motivation and/or desire to do sport by disability types and degree of disability – prompted and unprompted

I just haven’t got Don’t want to do sport

round to it/I’m lazy (unprompted) (prompted) % % Vision No disability 9 10 Mild/ Moderate 12 10 Severe 5 6 Hearing No disability 9 10 Mild/ Moderate 11 10

Severe 11 9

Speech No disability 10 11 Mild/ Moderate 10 11 Severe 2 2 Mobility No disability 12 13 Mild/ Moderate 9 8 Severe 4 5 Cognition No disability 10 9

Mild/ Moderate 11 11

Severe 7 9 Emotion No disability 7 9 Mild/ Moderate 10 10 Severe 23 14 Selfcare No disability 13 11 Mild/ Moderate 10 11 Severe 5 8

Pain

No disability 11 13

Mild/ Moderate 9 8 Severe 5 2 Total % 10 10

Lack of motivation cannot explain the relatively low participation in sport by young disabled people. In fact, there is more evidence that the groups of disabled people with low participation levels actually had higher motivation/desire to undertake sport. Clearly, other reasons for low participation in sport need to be investigated. Whilst particular aspects of sport can be off-putting to young disabled people, as described in the previous chapter, other barriers, largely out of the control of the child, play a large part in the low participation rates. These are investigated in the next section.

198 11.2 Barriers to sport – overall and by sex and age

11.2.1 Prompted barriers to sport

Chart 11.1 shows the barriers for the overall population of young people with a disability. Table 11.6 shows the variations by age and sex.

The most common barriers to participation in sport were lack of money, the child’s health and the unsuitability of local sports facilities for the young person’s disability (all 37%).

The large proportion citing lack of money as a barrier suggests that sports clubs and/or transport to the sports clubs are too expensive to be accessible by all. The younger age group were slightly more likely to cite the lack of money available to undertake sport (39% compared to 36%). Also, within the younger age group, boys (41%) were more likely than girls (37%) to cite lack of money as a barrier.

Thirty two per cent of young people said that local clubs do not provide for people with their disability. This, coupled with the 37% who cited the unsuitability of local sports facilities for the young person’s disability, demonstrates that there are large gaps in sports provision for young people with a disability. It appears that the gap in sports provision is more of an issue for the younger age group. Forty per cent of young people aged 6-10 complained that local facilities are not suitable for someone with their disability, compared to 34% in the older age group, and 34% in the younger age group cited that local clubs do not provide for people with my disability compared to 30% of the older age group. Generally, boys were more likely to mention the gap in sports provisions for young disabled people than were girls.

Furthermore, 34% reported that there are no local sport facilities, obviously an issue not just for young people with a disability but for the local population as a whole. Again the younger age group were more likely to cite this (35% compared to 32%), and within the younger age group, boys (46%) were more likely to cite no local facilties as a barrier than were girls (35%).

Transport was a problem for 32% of young people. There was no variation between the age groups or between the sexes overall. However, there were significant differences between the sexes within each age group. Within the younger age group, 43% of boys compared to 29% of girls cited that they had difficulties with transport. However, in the older age group girls (32%) were more likely to have difficulties with transport than boys (21%).

199 Twenty five per cent cited that they did not have anyone to go with. Interestingly, the older age group (29%) were more likely than the younger age group (19%) to cite this as a barrier to sport. This is perhaps because younger children are likely to rely on their parents to take them to sport venues, whereas older children are perhaps more likely to look to their peer group as people with whom they can play sport. This perhaps suggests that older children with a disability find it difficult to socialise.

Twenty one per cent cited that the fact that staff are not welcoming or that the sports clubs are not welcoming as preventing them from undertaking sport. This highlights the importance of attitudes towards disability in encouraging young people to participate in sport

Chart 11.1: Factors preventing child from participating in sport over the last 12 months (prompted) (base=2147)

My family are not keen on me doing sport

Local facilities are not pleasant

Local sport clubs are not welcoming

Haven't got round to it/ I am lazy

Staff are not welcoming Bad weather

Other

Lack of time

I have noone to go with

Local clubs do not provide for my disability

Difficulties with transport No local facilties

Local facilities are not suitable

I am limited because of my health

Lack of money

0 10 20 30 40 %

200 Table 11.6 Factors preventing child from participating in sport over the last 12 months (prompted) by sex and age (base=2147) Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls Total % % % % % % % % % I’m limited because of 30 39 35 37 39 38 34 39 37 my health Lack of money 41 37 39 36 36 36 38 37 37 Local facilities are not suitable for someone 40 41 40 36 33 34 38 36 37 with my disability No local facilities 46 35 35 32 32 32 34 33 33 Difficulties with transport 43 29 31 21 32 32 32 31 32 Local clubs do not provide for people with 36 32 34 33 27 30 34 29 32 my disability I have no one to go with 20 17 19 26 30 29 24 26 25 Lack of time 22 18 20 19 22 20 20 21 20 Bad weather 7 14 10 11 16 14 9 15 12 Staff at local facilities 13 11 12 12 11 11 12 11 11 are not welcoming Local sports clubs are 9 8 8 11 8 10 10 8 9 not welcoming Local facilities are not 8 9 8 8 8 8 8 9 8 pleasant My family are not keen 2 2 2 2 4 3 2 4 3 for me to do sport Other reason 20 20 20 15 17 16 17 18 18

Base: All young people (excluding those not stating an answer) 362 349 714 586 618 1219 951 969 2147

Young disabled people were given space to give other reasons that prevented them from undertaking sport (chart 11.2).

Of those giving an answer, 21% cited that lack of other people’s time was the problem – for example, to take them to the sports clubs. Furthermore, 15% reported that they relied on other people, for example there may be a lack of specialist supervision. Nineteen per cent said that they did not undertake sport due to inhibition or discrimination (from the general public) and 17% cited their own disability as preventing them from doing any sport.

201 Chart 11.2: Factors preventing child from participating in sport over the last 12 months (miscellaneous answers)

Lack of knoweldege about where to do sport

Other

Lack of interest in sport

Learning or communication difficulties

Rely on others for help

Disability

Inhibition or discrimination

Other people's time

0 5 10 15 20 25 %

11.2.2 Main barriers to sport

The second question asked specifically to investigate barriers to participation in sport was open-ended and asked what was the main thing that had prevented the child from doing more sport or exercise over the last 12 months (chart 11.3).

The highest proportion cited their (visible) disability or health (43%). If a ‘hidden’ disability was specifically mentioned, these were coded separately – 15% said that learning, behavioural or communication problems (including deafness) had prevented them from undertaking sport. Girls (46%) were more likely than boys (39%) to say that their disability or health was a main barrier to sport participation.

A significant proportion (18%) said that a lack of disabled sports facilities was the main reason for not doing any sport. The younger age group (21%) were more likely to cite this as a barrier than the older age group (16%). The following accounts by mothers of children of various ages express the extent and range of problems experienced, even though effort had clearly been made in some instances to improve facilities for young disabled people:

“Local swimming pools do not have a suitable hoist or even changing bed- even the newest one (open ended June 2000 and built using Lottery Funding) has limited facilities,

202 no separate pool and very cold water! Swimming is one of the main sports which can be accessed by severely disabled people but the few facilities needed are simply not in place anywhere locally except at Jane’s special school. Because of high demand school swimming has to be very limited, and only during term-time.” Mother of girl, aged 15.

“All the sports facilities do not have a disabled changing room, where I can go in the room and change Adam. Now he is seven I find it difficult to take him into the ladies. And end up in the disabled toilet.” Mother of boy aged 7.

“…even when I take Simon swimming I have to watch him because the people working there don’t have the experience to do so” Mother of boy, aged 9.

“There was a Saturday club at our local sports centre set up for disabled children. I thought Mary would enjoy it. Staff at the centre could not cope with Mary’s lack of understanding. No suitable activities for her. There was a ball pool and bouncy castle, which she enjoyed but the noise was too much for her. Too many children not sufficiently supervised. We felt it was not suitable for Mary.” Mother of girl, aged 13.

Twelve per cent cited lack sports facilities (not necessarily disabled) and/or lack of opportunity to do sport as a main barrier to participation. Again, the younger age group (14%) were more likely than the older age group (11%) to cite this as a reason for not undertaking sport, which reflects the results for the prompted barriers. Perhaps this represents the intersection of age and disability and suggests a double disadvantage for very young disabled people in relation to sport provision.

Whilst 37% cited money as one of many barriers, only 12% cited it as a main issue. Certain groups, such as lone parents, are more likely to find this a particular issue, as illustrated by the following respondent:

“Single parents sometimes have to abandon classes through lack of money. Maybe they can introduce some vouchers for disabled youngsters to use to encourage them to play sport and mix with others.” Mother of boy, aged 12

32% cited transport as a prompted barrier to sport but only 10% cited it as a main barrier. Nevertheless, transport was also a potentially important issue for respondents who cited a lack of disabled facilities and those who cited a lack of local sports facilities (not necessarily disabled). One mother explained that:

203 “There are little or no facilities in our area for disabled children, especially those with learning disabilities rather than physical. Those that she likes are too far as we have no transport. As Laura is severely mentally disabled, people tend to be more welcoming to physically disabled people as this a disability you can see and are generally more sympathetic and understanding to it if you can’t see it, it’s not there” Mother of girl, aged 7

A further concern raised by this mother is the more problematic issue of discrimination towards young people with a disability. This was felt to be a main barrier by eight per cent of the sample and can have detrimental effect upon a young person’s confidence, as expressed by the following girl:

“When you can’t run very good people laugh at me, it is only my body that is disabled, not my feelings- I have spina bifida” Girl, aged 14.

A by-product of the lack of understanding by the general population is the inhibition and embarrassment that is felt by a small but significant proportion of young disabled people (six per cent). Together, these two problems become a worrying barrier to participation, one that can only be overcome by a general change in attitude by the population as a whole. As the following two respondents demonstrate, a lack of understanding by staff at leisure centres can impact upon a young disabled person’ confidence and consequently potentially influence whether or not they decide to take part in sport:

“Staff in changing rooms can be either very rude or think we are a nuisance for taking longer than others. They also stare because I walk funny and use sign language. My mum said this is their problem not mine, that true people and friends will accept people with or without disabilities for what type of people they are, not there disabilities, but I know she gets upset for me. I felt some sport interested people can’t handle a body that is not perfect and this can include staff at sport centres, although not all. General facilities not geared to disabled…token gesture very patronisingly done” Boy, aged 16.

“My daughter had swimming lessons and was doing okay with the Instructor. There are things she can and cannot do which were explained to the instructor. Different instructors came along and one week when I wasn’t there to keep an eye on the lessons, a different Instructor was shouting at her to move both arms, when she can’t. She wouldn’t go back after that. She had been going successfully before that for about 12 months” Mother of girl, aged 7.

204 Chart 11.3: Main factors preventing child from participating in sport over the last 12 months (unprompted)

Other

Weather

Wheelchair user/ lack of independence

Embarassment/ inhibition No one to go with

Lack of child's time

Bullying/discriminaiton

Transport problems

Doesn't want to do sport

Money problems

Lack of sport facilities/ opportunities/ knowledge Lack of adult's time/ supervision

Learning/behavioural/communication problems

Lack of disabled sport facilities

Disability/ health

0 10 20 30 40 50 %

205 Table 11.7: Main factors preventing child from participating in sport over the last 12 months by age and sex (unprompted) Ages 6-10 Ages 11-16 Total ages 6-16 Boys Girls Total Boys Girls Total Boys Girls Total % % % % % % % % % Health/ Disability 34 48 41 41 45 43 39 46 43 Lack of disabled facilities 21 21 21 15 15 16 17 17 18 Learning/ behavioural/communication 24 15 20 16 9 12 19 11 15 difficulties Lack of adult’s time/ 17 15 16 11 14 13 13 15 14 supervision Lack of money 13 10 11 12 13 12 12 12 12 Lack of sports facilities or 14 15 14 10 13 11 11 13 12 opportunities to do sport Difficulties with transport 9 9 9 10 10 10 10 9 10 Bullying/discrimination 11 10 10 8 5 6 9 6 8 I have no one to go with 4 3 4 8 8 8 6 7 7 Lack of child’s time 7 5 6 8 8 8 8 7 7 Embarrassment/ inhibition 5 7 6 4 7 5 4 7 6 Wheelchair user/ lack of 5 5 5 4 4 4 4 4 4 independence Bad weather 2 1 2 3 2 3 3 2 2 Other reason - - - 1 * 1 1 * 1

Base: All young people giving an answer 311 290 604 518 552 1082 829 844 1169

206 11.3 Barriers to participation in sport and disability type

Young people with different types of disability may experience different types of barriers to sport. The child’s ill health can itself prevent the child from undertaking sport, but often all that is required for sports provision, facilities or supervision to be adapted to the needs of the child.

11.3.1 Disability type and prompted barriers

Table 11.8 below shows the type of prompted barriers which young people with certain disability types experience. Over half (54%) of those with a mobility disability and 51% of those with pain reported that they were limited because of their health, whilst only 27% of those with a hearing disability cite that they were limited because of their health.

In terms of sports provision, those with a mobility disability and those who have difficulty carrying out self-care activities were most likely to report that either local facilities are not suitable or that local sports clubs do not provide for someone with their disability. Forty eight per cent of those with a self-care related disability and 47% of those with a mobility disability cited that local facilities are not suitable for their disability compared to 37% overall. Forty per cent of those with a self-care disability and 38% of those with a mobility disability cited that local sports clubs do not provide for someone with their disability compared to 32% overall.

On the other hand, those with a hearing disability were the least, or one of the least likely, to cite either local facilities are not suitable or that local sports clubs do not provide for someone with their disability. In fact, generally, the barriers to participation in sport experienced by young people with a hearing disability were less likely to be disability or health-related. Rather, they were most likely to say that they had no one to go with (30%). This correlates with the finding in chapter 7 that those with a hearing disability were the most likely to do sport to be with their friends. They were also the disability group most likely to cite bad weather (16%) and lack of time (21%) as a reason for not participating in sport. Together with those with an emotional disability, they were the most likely to cite difficulties with transport (34%).

Those with an emotional disability were most likely to cite that staff and local sports facilities are not welcoming (14%).

207 Table 11.8: Factors preventing child from participating in sport over the last 12 months (prompted) by disability type (base=2147) Vision Hearing Speech Mobility Cognition Emotion Selfcare Pain Total Lack of time 20 21 18 15 18 17 15 17 20 Lack of money 35 39 36 30 38 42 33 36 37 Difficulties with 29 34 32 28 33 34 29 31 32 transport No local facilities 31 33 35 33 34 34 33 33 33 Local facilities are not suitable for someone 34 30 42 47 38 38 48 40 37 with my disability Staff at local facilities 9 11 13 11 13 14 13 12 11 are not welcoming Local facilities are not 8 10 8 8 9 9 9 9 8 pleasant Local sports clubs do not provide for people 28 29 36 38 33 34 40 33 32 with my disability Local sports clubs are 8 11 10 8 10 10 10 9 9 not welcoming I’m limited because of 42 27 35 54 35 37 43 51 37 my health I have no one to go 26 30 25 19 26 26 20 24 25 with Bad weather 12 16 11 11 11 13 9 13 12 My family are not keen 3 3 2 3 2 3 3 3 3 for me to do sport Other reason 17 16 18 17 18 18 18 17 18

Base: All young people 711 279 1243 960 1644 1199 1253 1110 2147 answering the question

11.3.2 Main barriers and disability type

Table 11.9 shows the main barriers (unprompted) by disability type. Again, over half of those with a mobility disability (55%) or who suffered from pain (56%) cited their disability or health to be one of the main barriers to participation in sport.

Those with a speech disability and those with self-care related disabilities were the most likely to cite lack of disabled facilities, including suitably trained staff, as a main barrier to participation in sport (both 23%). Unsurprisingly, those with a mobility disability (8%) and those with a selfcare disability (7%) were most likely to cite the fact they were a wheelchair user or that they lacked independence as a main reason.

208 Those with a hearing disability were most likely to cite lack of sport facilities in general (with no mention of disabled facilities) (15% compared to overall average of 12%); lack of money (18% compared to 12%); transport problems (14% compared to 10%); no one to go with (11% compared to 7%) and lack of child’s time (12% compared to 7%) as being a main barrier to sport participation.

Those with a speech disability were most likely to cite lack of adult’s time or having to rely on adult’s supervision as a main barrier (18% compared to 14% overall).

Those with an emotional disability were most likely to cite embarrassment or inhibition (7%) and discrimination or bullying (10%) as a main barrier to participation in sport.

Table 11.9: Main factors preventing child from participating in sport over the last 12 months (unprompted) by disability type (base=1688) Vision Hearing Speech Mobility Cognition Emotion Selfcare Pain Total Disability or health 48 34 38 55 40 42 45 56 43 Lack of money 11 18 12 8 13 14 10 11 12 Bad weather 2 2 2 2 2 2 1 3 2 Transport problems 8 14 11 8 10 9 8 8 10 Lack of sports facilities 14 15 12 12 12 11 12 11 12 Lack of disabled sports 18 13 23 20 19 15 23 15 18 facilities Lack of adults time 14 16 18 14 15 13 16 12 14 No one to go with 8 11 7 4 7 7 5 5 7 Lack of child’s time 8 12 6 6 7 6 5 6 7 Embarrassment/ 5 4 5 4 6 7 5 5 6 inhibition Bullying/discrimination 6 9 9 6 9 10 8 7 8 Learning/behavioural/ Communication 9 15 20 12 18 19 18 13 15 problem Wheelchair user/lack of 4 1 4 8 4 4 7 5 4 independence Other reason * - 1 1 1 1 1 1 1

Base: All young people 546 207 956 808 1263 969 1018 954 1688 answering the question

As noted earlier, lethargy towards sport or lack of desire to undertake sport does not provide an explanation for the relatively low participation in sport among young disabled people. Analysis by disability type illustrates this clearly; generally, those with a hearing disability were most likely to undertake sport in all settings, whilst they were also one of the most likely to cite lack of motivation/desire to undertake sport. However, whilst those with a mobility or self-care related disability were the least likely to participate in sport, they were also the least likely to cite lethargy as a reason. A possible explanation for the

209 low participation rates can be found in the other types of barriers experienced by different disability types. Those with a mobility or self-care related disability were most likely to cite their disability, or gaps in disabled sports provision as reasons for not participating in sport, whilst those with a hearing disability were more likely to cite reasons that are less orientated around their disability, such as bad weather or lack of time. Indeed, those with a mobility or self-care related disability had the lowest participation rates, whilst those with a hearing disability, had the highest rates. Therefore, low participation in sport can largely be attributed to a lack of facilities suitably adapted to the needs of particular groups of disabled young people, namely those with a mobility disability and those with a self-care related disability.

210 Appendix 1 Sample Design

The sample covered the whole of England and Scotland (the Scottish component was requested and funded by sportscotland) and the sample was stratified by age, sex and region. Equal numbers of boys and girls were sampled within each of four age groups: 6 to 8, 9 to11, 12 to 14 and 15 to 16 . English regions were sampled in proportion to their representation on the Family Fund Trust database as a whole. The total sample size for England was 5,000. The Scottish sample was agreed at 600, this being deemed a sufficient number for some separate analysis for Scotland. Although the Family Fund Trust predominantly covers severe disability, a sampling method was employed that would augment the number of children and young people with less severe disabilities. Previous experience suggested that different disabilities would be well represented.

When using the Family Fund Trust database as a sampling frame a number of standard procedures are followed. In particular, the Trust does not want to burden its families with requests to participate in research and so a marker is put on the computer record of any family that is contacted, whether or not they respond to the request. These records are subsequently excluded from any further sampling. Similarly, if the Trust has been notified of the death of a child or young person on its register, this is recorded on the database and the records are excluded from the sample selection.

For this study, all records from Wales and Northern Ireland were also deleted as were the records of children and young people falling outside the required age range of six to sixteen.

The sample size for the English regions was 5,000. A total of 73,244 records fell within the study age range. The proportion of these records falling within each of the nine English regions is shown in table A1.1. The sample size for each region was then designated to replicate these proportions and rounded to the nearest multiple of eight so that equal numbers could be sampled within each of the four age groups for both boys and girls.

The total sample size for Scotland was 600 children and young people, imposing a sample size of 75 within each of the four age groups for boys and girls.

Records were selected at random from each of the sampling cells using SPSS (Statistical Package for the Social Sciences) and then amalgamated to form the final sample of 5,600 young people.

211 It had been intended that the sample would be drawn only from families who had been in contact with the Family Fund Trust in the last five years. This was to help to reduce the number of families who would no longer be at the address on the database. In the event the Trust was simultaneously collaborating with two other large scale surveys and the sampling had to be widened in order to have sufficient records to draw on. The effect that this would have on response with such a large sample was not thought to be very significant.

A disadvantage of the Trust database for this particular study was the bias towards children and young people with severe rather than moderate or mild disabilities. To widen the range of severity in the sample, the sampling frame was augmented by including any disabled siblings that had been registered alongside a more severely disabled child. One eighth (13.5 per cent) of the sampling frame and subsequent sample were siblings.

Table 1: Regional distribution of the sample (England)

Sampling frame N Sampling frame % Sample size N (cell size)

Northern 6751 9.2 464 (58)

Yorkshire 9511 13.0 648 (81)

North West 12265 16.7 832 (104)

West Midlands 9716 13.3 664 (83)

East Midlands 5900 8.1 408 (51)

South West 5076 6.9 344 (43)

London North 7106 9.7 488 (61)

London 9592 13.1 656 (82)

Southern 7327 10.0 496 (62)

Total 73244 100.0 5000

DL\26 April 2005:24AM\G:\ORGANISATIONAL DEVELOPMENT UNIT\RESEARCH\PEOPLE\DISABILITY RESEARCH 2000 (YOUNG PEOPLE)\REPORTS\FINAL REPORT (SPRU VERSION).DOC 212 Appendix 2: Methodology

The field work for the study began in the middle of August 2000 using the customary method of three postal contacts. The field work was organised and managed by the Social Policy Research Unit, University of York, which has a close association with the Family Fund Trust (FFT).

The 1994 and 1999 school based surveys were carried out during the latter part of school summer term in order that the young people could look back at their sporting experiences over the previous school year. It was intended that the survey of disabled young people should take place at the equivalent stage of the school year 2000. In the event the development of the questionnaire was protracted and the survey had to be delayed until the late summer. This may have had some impact on response rates and on the recall of survey participants about their sporting activities during the previous school year.

The initial package to the families contained a covering letter from the Chief Executive of the FFT, an information leaflet about the project, a questionnaire and a reply paid envelope. The questionnaire had an identification label on the front containing the FFT reference number and the young person’s first name. Both reminder letters were also signed by the Chief Executive of the FFT, and a further questionnaire and reply paid envelope were included with the second reminder. Families were asked to return the blank questionnaire if they did not want to participate in the study so that they would not be burdened by receiving further letters. The two reminder letters also made it clear that they could be ignored if the questionnaire had already been returned. Copies of the questionnaire can be found in Appendix 11.

When the Family Fund Trust collaborates with research the privacy of families is paramount and every effort is made to ensure confidentiality. Staff at the Social Policy Research Unit who were involved in sending out the material to families signed the Trust’s confidentiality statement. Sport England had only a reference number and a first name made available to them and so were unable to individually identify any particular young person or family when completed or blank questionnaires were returned to them. All the letters made it clear that there was no obligation to take part in the research and that participation in the study would not affect any future applications for help from the Trust. Families were assured that their names and addresses would not be passed to anyone outside the FFT without their permission and that no individual young people would be identified in the report of the findings from the survey.

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Appendix 3: Questionnaire design

The main body of the questionnaire asked about involvement in sport and exercise over the past 12 months, including the school holidays. The format followed was identical to the 1999 survey. Respondents were given a list of sport and exercise activities that they could select from but were also allowed to add any others that were not on the list. The range of activities was wide, from the more traditional team games, through fitness type activities and outdoor and adventurous activities. It included participation in sport whether just for fun, in addition to competitive and organised sport.

The levels and types of sports participated in were identified separately for those done in lesson time and those out of school lesson time. Participation out of school lessons included participation in school lunch breaks, or after school or in the holidays, even if this was organised by the school. Participation in extra curricular sport is considered part of participation in sport out of school lessons where this is organised by the school.

A range of other questions related to sport were also asked: membership of sports or other clubs where they do sport; where they take part in sport out of school; their favourite sports in school lessons; their sporting role models; their attitudes towards sport and the time they spend on leisure activities other than sport. These questions also replicated those asked in the 1999 survey. In addition, for this sample of disabled young people, questions were asked about barriers to participation in sport and exercise.

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Appendix 4 Response rate

Previous experience of using the Family Fund Trust database for a large survey suggested that a response rate of up to seventy per cent might be achieved. The pilot study indicated that this was over optimistic for this survey but that with two reminders a rate of fifty per cent should be possible. Three additional factors may have had a bearing on response. First, the eventual timing of the fieldwork was not ideal. Second, there was a high attrition rate due to deaths and unknown changes of address. Third, the questionnaire which had to be folded to be returned, was almost too bulky for the reply paid envelope. Furthermore some disabled young people or their families might find the subject of their participation in sport as too sensitive to want to be involved in the study.

As noted above 5,600 questionnaires were sent out. The number of questionnaires being returned was initially slow but picked up over the fieldwork period. The attrition rate due to questionnaires being returned as ‘not known at this address’ was eight per cent (468 questionnaires). A further three per cent (163 questionnaires) were returned blank because the family and/or the young person did not wish to take part in the study. Fifty one families/young people did not complete the questionnaire for other reasons. Some parents said their son or daughter was too disabled, a few said their son or daughter was no longer disabled, one or two young people were no longer at home and one or two were over 16, the upper age limit for the study. Sixty (one per cent) of the young people had died but had not been excluded from the sample because this was not recorded on the Trust’s database. The loss of thirteen per cent of the sample due to deaths, out of date addresses and blank returns was greater than had been expected, leaving a revised sample size of 4,858. Of these 2,352 were returned completed giving a satisfactory response rate of 48.4 per cent.

DL\26 April 2005:24AM\G:\ORGANISATIONAL DEVELOPMENT UNIT\RESEARCH\PEOPLE\DISABILITY RESEARCH 2000 (YOUNG PEOPLE)\REPORTS\FINAL REPORT (SPRU VERSION).DOC 215 Table 2: Response rate by age

Age

6-8 9-11 12-14 15-16 Total

Total sample selected 5,600 1,400 1,400 1,400 1,400

Invalid

Not at last known address 468 114 107 110 138

Child died 60 18 11 16 15

Blank return 163 31 35 43 54

Other* 51 9 8 14 20

Valid

Completed 2352 594 627 612 519

No response 2506 634 612 605 654

Valid response rate 48% 48% 51% 50% 44%

* Includes not/no longer disabled, too disabled, too old, no longer at home.

At the analysis stage, four questionnaires were excluded because the young person did not attend school but was receiving home education, one questionnaire was excluded because the family had completed the questionnaire for a child who was too young and 54 questionnaires were excluded because the Health Utilities Index did not identify a disability on any dimension included in the Index. The analysis was therefore based on 2,293 completed questionnaires.

The sample used for the analysis was reasonably representative of the initial sample for sex, age and region. Almost exactly a half were male (1140) and half female (1153). The proportion of six to eight year olds was less than the other age groups possibly because of the unexpected time gap between the sampling and the fieldwork - some of the younger children had moved up into the next age group. This time gap also accounted for a few children being over 16 and thus too old for the study.

216 One advantage of using the FFT as a sampling frame for surveys of this type is that the database provides the opportunity of comparing the basic characteristics of respondents and non-respondents. In this instance the comparison indicated some bias. Respondents were significantly more likely to have received a grant from the Family Fund Trust (86% compared to 65%). Not surprisingly those who have received help are more inclined to help in return.

In relation to socio-economic characteristics, respondents were significantly more likely to be two parent than one parent families (72% compared to 61%), in owner occupied housing (40% compared to 30%), employed (fathers 61% compared to 52%, mothers 13% compared to 10%) and in non-manual occupations (23% compared to 18%). If these five characteristics are taken as indicators of social advantage/disadvantage then the bias in respondent’s characteristics away from disadvantage, to a certain extent redresses the bias imposed by using the FFT as a sampling frame28 and makes the final analysis more representative of the population of disabled children as a whole.

In relation to the disabled young person, there was a significantly lower response for those aged 15 or 16 and for those categorised as having a disease of the respiratory system or of the kidneys or genitourinary system. These would include young people with asthma, which parents or young people may not have regarded as sufficiently disabling to bother with the questionnaire. Children on renal dialysis may not be able to participate in sport. There was a significantly higher response for young people with congenital malformations, deformation and chromosomal abnormalities. The differences for main disabling condition are not easy to explain and may be entirely due to chance.

28 Eligibility criteria for receiving a grant from the FFT imposes an income cut off, so poorer families are over-represented in the databases (see Appendix 6 –using the Family Fund Trust as a sampling frame)

217 Appendix 5 Sample profile - Children

Table 3 shows the profile of the young people participating in the survey. Their ages ranged from six to 16 years; 57 per cent attended a special needs school; 53 per cent were living in rented accommodation; 11 per cent classified themselves as ‘not white’ and 30 per cent were from lone parent families. The proportion of lone parent families is high due to the nature of the sample, which will consist of respondents who are disproportionately disadvantaged due to the financial criteria required to become eligible for assistance from The Family Fund Trust.

218 Table 3: Profile of participating young people

N% Sex Male 1121 49 Female 1140 50 Not stated 32 1

Age 6 47 2 7 163 7 8 198 9 9 222 10 10 205 9 11 214 9 12 206 9 13 202 9 14 195 9 15 213 9 16 420 18 Not stated 8 *

Ethnicity White 2032 89 Not white 247 11 Not stated 14 1

Tenure Own or buying 1013 44 Renting 1206 53 Don’t know 33 1 Not stated 41 2

Region North29 799 35 Midlands30 442 19 31 South 363 16 London32 472 21 Scotland 213 9 Not stated 4 * Base: All Young people 2293 100

Type of disability Table 4 shows the types of conditions that the young people had according to The Family Fund Trust’s principal disabling condition classification: 23 per cent had mental and behavioural conditions, 20 per cent diseases of the nervous system and 18 per cent congenital malformations, deformations and chromosomal abnormalities. The most common individual conditions represented are learning difficulties (19 per cent), cerebral palsy (11 per cent), Down’s syndrome (seven per cent), hearing impairments (five per cent) and autism (five per cent).

29 North includes the regions North, Yorkshire and North West. 30 Midlands includes East and West Midlands. 31 South includes South and Southwest. 32 London includes London and North London

219 Table 4: Principal Disabling Condition N % Infectious and parasitic diseases 34 2 Neoplasms 44 2 Diseases of the blood and blood-forming organs 28 1 Endocrine, nutritional and metabolic diseases 78 3 Mental and behavioural disorders 682 23 Diseases of the nervous system 461 20 Diseases of the eye and visual impairments 35 2 Diseases of the ear and hearing impairments 119 5 Diseases of the circulatory system 43 2 Diseases of the respiratory system 92 4 Diseases of the digestive system 19 1 Diseases of the skin and subcutaneous tissue 46 2 Diseases of the musculoskeletal system and connective tissue 91 4 Diseases of the genitourinary system 51 2 Congenital malformations, deformations and chromosomal abnormalities 408 18 Injury and other consequences of external causes 38 2 Syndromes not elsewhere classified 15 1 Not classified 9 * Base: all young people 2293 100 Data from Family Fund Trust classified according to the paediatric adaptation of ICD10 (RCPCH, 1996)

Table 5 shows the type of limiting disability or severe illness that the young people have according to the HUI scale used in the questionnaire. Thirty-four per cent had a severe cognitive disability; 27% a severe disability relating to ambulation; 21% a severe disability relating to dexterity and 39% had severe disabilities in performing self-care activities, whilst the majority had no disabling condition relating to vision, hearing and dexterity.

In addition to the severity of certain types of disabilities, the number of disabilities that a young person has can also have a significant effect upon his or her life. A variable was created that counted the number of disabilities experienced. Since the HUI index includes two questions on the young person’s experience of pain and emotion, only one question was chosen for each. The disabilities included in the multiple disability variable were: vision, hearing, speech, ambulation, dexterity, cognition, emotion (question 19), self care and pain (question 20). The maximum number of different disabilities that could possibly be experienced by one person was therefore nine. • 36% suffered from 3-4 disabilities and 30% from 5-6. • Only 6% had one disability.

Young people were also asked to rate their usual health. • 51% rated their usual health as very good or excellent • Only 9% rated their usual health as poor.

220 Table 5: Disability or severe illness according to the Hui Scale N % Vision None 1458 64 Mild or moderate 627 27 Severe 123 5 Not stated 85 4 Hearing None 1934 84 Mild or moderate 172 8 Severe 121 5 Not stated 66 3 Speech None 841 37 Mild or moderate 1076 47 Severe 260 11 Not stated 116 5 Sensation33 None 533 23 Mild or moderate 1255 54 Severe 332 15 Not stated 173 8 Ambulation None 1174 51 Mild or moderate 429 19 Severe 608 27 Not stated 82 2 Dexterity None 1487 65 Mild or moderate 277 12 Severe 486 21 Not stated 43 2 Mobility34 None 1172 51 Mild or moderate 614 27 Severe 403 18 Not stated 104 5 Cognition None 439 29 Mild or moderate 961 42 Severe 785 34 Not stated 108 5

Emotion (question 12) None 1287 56 Mild or moderate 896 39 Severe 42 2 Not stated 68 3

Emotion (question 19) None 964 42 Mild or moderate 1141 50 Severe 128 6 Not stated 60 3

33 Sensation includes vision, hearing and speech 34 Mobility includes ambulation and dexterity

221

Self care None 920 40 Mild or moderate 445 19 Severe 894 39 Not stated 34 2

Pain (question 13) None 1082 47 Mild or moderate 881 38 Severe 258 11 Not stated 72 3

Pain (question 20) None 1082 47 Mild or moderate 881 38 Severe 258 11 Not stated 72 3

Multiple Disability35 1 Disability 143 6 2 Disabilities 307 13 3-4 Disabilities 822 36 5-6 Disabilities 692 30 7-9 Disabilities 305 13 Not stated 24 1

Self Health Rating Excellent 283 12 Very good 894 39 Poor 210 9 Good 508 22 Fair 361 16 Not stated 37 2

Base: All Young people 2293 100

35 The disabilities included in the multiple disability variable were: vision, hearing and speech, ambulation, dexterity, cognition, emotion (question 19), self care and pain (question 13).

222 Appendix 6 Using the Family Fund Trust as a sampling frame

This research was facilitated by being able to use the Family Fund Trust database as a sampling frame. The Family Fund Trust is an independent organisation registered as a charity. The purpose of the Trust is to ease the stress on families in the UK who care for severely disabled children under 16, by providing grants and information related to the care of the child. The Trust is funded entirely by Government through the Department of Health.

The Family Fund Trust offers a unique resource for researchers through its extensive database and also the expertise of its staff. The computer record, which was established at the outset more than 25 years ago, contains information on over 200,000 families. It holds coded data on medical conditions and associated difficulties such as mobility problems, learning difficulties, impaired sight or hearing, and the need for extra personal care. It also holds some socio-economic data about families such as geographical locality, family composition, economic position and housing tenure. The computer system allows for random or stratified sample selection, and the database itself can be analysed to examine trends or to describe the characteristics of specific populations of disabled children.

The Trust's database represents well over half of the population of all families with a severely disabled child in the United Kingdom. Research has shown (Lawton & Quine, 1990) that take-up among all such families is about 60 to 70 per cent. An extremely wide range of conditions and combinations of disabilities are represented. It is probably the largest database of its kind in Europe.

The Trust has always supported research that is likely to have relevance for policy or practice for families with disabled children. Where appropriate the Trust encourages researchers to involve families and children in the research process and to make the results of research available to families who participate. The privacy and confidentiality of families is a priority and is protected in all research with which the Trust collaborates. To ensure that confidentiality is not breeched, the Trust acts as a gatekeeper when researchers need access to families who have a child with a disability.

Response rates to surveys carried out using the Family Fund Trust as a sampling frame have, on the whole, been high. The exceptions have primarily been when the subject matter was sensitive or obscure. Response rates are typically higher if the sampling is restricted to families who have received a grant from the Trust and who have had recent contact.

223 The Family Fund Trust database has both strengths and weaknesses as a research resource. Its main strength is its size and its diversity in terms of types and levels of disability represented. Other strengths are the consistency with which the data have been collected over a long period of time and the typically positive response of families. In addition, using the database makes it possible to compare the basic characteristics of respondents and non-respondents.

The major weakness of the Family Fund Trust as a sampling frame is that the families who apply to the Trust for help are, by definition, self selecting and may not be representative of the population of families with severely disabled children as a whole. Early attempts to assess any bias concluded that Trust families are, on average, more disadvantaged than all families with children but not much more so than families with a disabled child in general (Weale & Bradshaw, 1980 and Cooke 1982).

Despite the recognised weaknesses of the Trust database as a research resource the feasibility study conducted by the Centre for Leisure Research at the University of Edinburgh recommended that it was the best available sampling frame for this study of participation in sport by children and young people with disabilities.

It is recognised that participation in sport has the potential to promote the social inclusion of disabled young people and to increase their self esteem. Sport can provide the context within which young people exceed expectations associated with their disability through demonstrations of physical skills or fitness so emphasising an alternative, more positive, picture of the body and the self. The collection of up to date information on participation in sport, access to sporting facilities and the barriers that disabled children and young people experience in relation to sport thus has major relevance for policy and practice. The Trust therefore had no hesitation in agreeing to collaborate with Sport England in the study. The collaboration was facilitated by the partnership between the Trust and the Social Policy Research Unit who carried out the management of the survey.

224 Appendix 7 Using the Health Utilities Index system of questions (HUI)

In this survey, the Health Utilities Index (HUI) system of questions was used to establish the type of limiting disability or illness that a young person had and the level of its severity. This section describes and critiques the Health Utilities Index as well as setting out the usage of the Index in this particular survey.

The Health Utilities Index is a family of generic health status and health-related quality of life measures. Three Health Utilities Index systems have been developed: Health Utilities Index Mark 1 (HUI1); Health Utilities Index Mark 2 (HUI2); and Health Utilities Index Mark 3 (HUI3). Although HUI1 is still used, HUI2 and HUI3 are much more frequently used both in clinical and population health studies. Both HUI2 and HUI3 have been used in the survey of young people and disability. HUI2 and HUI3 are distinct but partially overlapping systems. The dimensions of health covered by HUI2 and HUI3 focus on functional capacity as opposed to performance and so there are no dimensions covering social role limitations. The intention is to investigate the extent to which deficits in health status for each attribute inhibit or prohibit normal functioning rather that to report the level at which an individual chooses to function, as would be reflected in a measure of performance (Feeny et al, Health Utilities Index). The 15 item questionnaire used in the survey of young disabled people and sport enables data to be gathered to classify respondents’ health status according to either or both of HUI2 and HUI3.

In the HUI a number of aspects of health status are specified using a classification system. HU12 and HU13 attribute level dimensions are determined from responses to specified single questions, or from combinations of responses to specified sets of questions. The HUI2 system is comprised of six attributes: sensation; mobility; emotion; cognition; self-care and Pain. The HUI3 system is comprised of eight attributes: vision; hearing; speech; ambulation; dexterity; emotion; cognition and pain. Figure 1 below illustrates which question or combination of questions in the Young people, disability and sport questionnaire relate to which disability dimension for HUI1 and HUI2.

225 Figure 1: Hui attributes and combination of attributes: there relationship to the questions in the young people, disability and sport survey.

Question no. HUI3 attribute HUI2 attribute

6 and 7 Vision

8 and 9 Hearing Sensation

10 and 11 Speech

12 Emotion

13 Pain

14 Ambulation Mobility 15 Dexterity

16 and 17 Cognition Cognition

18 Self Care

19 Emotion

20 Pain

There are standardised algorithms for converting responses on questionnaires into levels in the HUI2 and HUI3 systems. Levels in HUI2 and HUI3 range from 1 to 4 or 1 to 5 or 1 to 6, depending on the dimension and have been chosen to span the range of functioning from severely impaired to ‘normal’ (or no impairment). The levels are not interval scales. The importance of a change from level 1 to level 2 function is not, in general, equal to the importance of movement from level 2 to level 3. Similarly, the importance of a change from level 1 to level 2 is not ‘equal’ among disability dimensions. Levels were assigned to categories, which are useful for descriptive purposes. These are ‘none’ (not disabled), ‘mild’, ‘moderate’ and ‘severe’. In this survey, we have combined ‘mild’ and ‘moderate’ into one category, partly decided as a result of the small numbers in either category for certain disability dimensions.

The descriptive levels of health status are determined by using various 'decision' tables, which have been provided by Health Utilities Inc. These were translated into SPSS syntax. As can be seen from figure 1, for some disability dimensions, such as selfcare, only one 226 question has been asked that relates to the disability and therefore converting the responses into descriptive categories was relatively simple. For others, however, two questions have been asked and the responses to these questions had to be combined using the decision tables to create levels for one disability type. For example, two questions - question 16 and 17 in the questionnaire - relate to cognition. Different combinations of answers to these questions will indicate different levels of cognitive disability according to the HUI index. Therefore, if the respondent ticked the first box in question 16 and the first box in question 17, their level of cognition would be 1, which translates into 'none'. But if they ticked the first box in question 16 but the last box in question 17, their level of cognitive disability would be 4 according to the decision tables, which translates into a 'severe' cognitive disability.

In addition, certain single disability groups can then be combined further to produce multiple disability groupings:

Sensation (HUI2) is a combination of HUI3 vision, hearing, speech. Mobility (HUI2) is a combination of HUI3 ambulation and dexterity.

The HUI2 sensation and mobility dimensions were derived from decision tables that combined the appropriate HUI3 dimensions into the health status levels none, mild, moderate and severe. For example, for mobility, if the HUI3 level for dexterity was 1 and the HUI3 level for ambulation was also 1 then the level for HUI2 mobility will also be 1, which translates into ‘none’ or no disability. However, if the HUI3 level for dexterity was 6 and the HUI3 level for ambulation was also 6 then the level for HUI2 mobility will be 5, which translates into a ‘severe’ disability relating to mobility.

Whilst all the HUI2 and HUI3 health dimensions are available in the dataset, it was considered impractical to analyse the data by all available health dimensions. In theory it is possible to combine the dimensions further to ensure that all questions are analysed. For example, both questions relating to pain (question 13 and 20) could be combined to produce one variable relating to pain. However, it was considered inappropriate to do so. First, because they have not been designed to be combined further and secondly, combining the questions is not a straightforward task, as we have all ready seen, and a whole new set of algorithms would need to be established to enable us to do so. Therefore, we had to select the dimensions to be included in the analysis. Inevitably, the decision was partly made using value judgement but other reasons such as respondent numbers also contributed to the decision making process. Eight attributes were chosen for analysis. The chosen attributes were from both HUI2 and HUI3, since the main advantage of the 15 question survey is that it combines both indexes. The following section outlines the health dimensions we have chosen and gives brief reasons for choosing these.

227 What dimensions have we chosen for analysis?

Vision –HUI3 Hearing – HUI3 Speech – HUI3 It was decided to treat the above disability dimensions separately rather than use the dimension sensation that groups these together. It seemed inappropriate to group them since each is likely to have a different effect upon participation in sport. Those with severe vision disabilities, for example, will not experience the same problems as those with a severe speech disorder. Also, there was not a significant overlap between the respondents suffering from each of these disabilities – ie those with vision disabilities did not necessarily have hearing problems or speech disorders. Only 5% of the sample had a vision, hearing and speech disability. For our purposes, it therefore seemed incorrect to group together three potentially unrelated disability types.

Mobility (a multiple variable that includes both ambulation and dexterity) –HUI2. It was decided to use this grouped variable, which is a combination of ambulation and dexterity, rather than treat ambulation and dexterity separately. Firstly, those with a disability relating to ambulation or dexterity are likely to experience similar physical barriers to participation in sport. Secondly, there was a certain amount of overlap of respondents with each of these disabilities – ie. those with ambulation difficulties were also likely to have disabilities relating to dexterity. Fifty five per cent of those with an ambulation disability in our sample also had a dexterity disability. Seventy five per cent of those with a dexterity disability also had an ambulation disability.

Cognition –HUI3 Learning disabilities can have a unique effect upon everyday life and those young people who have them will have different experiences from those with physical disabilities. The way they are treated by others will also be different since cognitive disorders are hidden disorders. We therefore decided to include this as a single disability group in the typology of disability.

Selfcare –HUI2 There is only one question that asks about the child’s ability to perform self-care activities. Difficulties with performing these basic activities these could imply that the young person would have difficulties in taking part in some sporting activities and it is therefore useful to analyse the data by this variable.

Emotion - question 19 – HUI2 We decided to use question 19 to represent emotion (as opposed to question 12 which also measures emotion), since it provides a less crude concept of emotion by referring to worry and anxiety rather than happiness versus depression. 228 The respondent numbers in each cell were also high enough to enable analysis, whilst this was not the case for question 12.

Pain - question 20 –HUI2 Question 20 was chosen as a measure of pain, as opposed to question 13, which also measures pain, since it takes into account the effect that drugs and medicines have upon controlling pain and the subsequent significance this has upon everyday activities such as sport. However, both questions are equally valid measures and either could have been used in the analysis.

Why the HUI system? – Pros and cons

The Office for National Statistics carried out a feasibility study to establish which classification system should be used for the survey. The pros and cons of various systems were investigated36 and the HUI system was favoured. The main advantage of the HUI system over the others considered by ONS was that it measures functional capability, as outlined above. Whilst some dimensions which affect sports participation, such as continence and fits, are not covered by the HUI system and there are no questions that ask directly about limitation in sporting activities as a result of the reported disability or illness, the dimensions that are covered describe different levels of disability which are possibly more useable and appropriate than those in the other scales considered. Furthermore, the dimensions could be used to identify different types of disability and sub-groups with different levels of disability. The HUI survey also involved fewer questions than other systems considered, an important factor for a postal questionnaire. In addition, the questions asked are considered appropriate for children and young people as well for adults. Indeed, Le Gales et al (1999) have shown that the questionnaire was easy to understand and quick to complete for both adult and child respondents.

Both the HUI2 and HUI3 systems, however, may be subject to ceiling effects, but are unlikely to be vulnerable to floor effects. That is, many individuals in the context of population health surveys may fall in the highest level of an attribute (normal) but very few are likely to be worse than the lowest level (the most seriously impaired). For example, for ambulation, the HUI3 system will not distinguish between the person who is very physically fit and a person with normal capacity for ambulation. Whilst not important for this particular study, this limitation could be important if individual improvement in health is to be detected.

There is also a question over the sensitivity of the instrument. Whilst HUI3 scores vary amongst normal population sub-groups in expected ways, for example with sex, income level, geographic region and socio-economic status, the actual magnitudes of difference between groups is often small. However, further studies have shown that the HUI3 can

36 In addition to the Health Utilities Index, the systems investigated were a) The OPSC disability scaling questions developed for the 1985 Disability Surveys, b) The Euroqol 5 questions, c) Short Form 36 questionnaires (SF-36). 229 discriminate between different clinical groups and between clinical groups and the normal population. Franks et al (1996) have shown that the utilities score of the HUI3 used as a measure of current health is a good predictor of future health outcomes. In terms of reliability, a test-retest reliability study on data from the 1991 Canadian General Social Survey (Boyle et al 1995) found consistently high reliability coefficients for each of the eight attributes of HUI3, although the exact level varied across attributes.

The HUI system is also not easy to interpret. As briefly outlined above, the method used for determining the utility value for a particular health state is very computation intense, involving a number of difficult transformations. However, the HUI has the advantage that a full semantic description of a respondent’s health state can be obtained from their profile score. Two people scoring 3 on the pain dimension of HUI3, for example, will have answered the pain question identically. Also, once calculated, degree of disability can be described in a simple and understandable manner.

A potential disadvantage of the HUI system is that we are not familiar with it in the UK and the Canadian developers do not release the questions prior to purchase. However, HUI2 has been used extensively in studies of childhood cancer and HUI3 has been used in four major Canadian population health studies, including the National Longitudinal Survey of Children and Youth (Speechley et al 1999). So, although HUI has not yet been used in a large-scale survey in Great Britain, it is evident that the system has been tried, tested and validated.

230 Appendix 8 Data Processing

The data processing was carried out by SPRU. In self-completion surveys, particularly among young people, logically inconsistent responses are not unusual. Accordingly, a number of bespoke editing checks were carried out on the data to enhance the overall quality of the data received. These included:

• Validation checks to ensure that no invalid codes had been entered;

• Double verification of the data;

• Frequency checks on all “write in” questions;

• Edit checks to ensure consistency throughout the questionnaire.

231 Appendix 9: Definitions

Sport is defined, as in the 1999 survey of all young people, to include sports and physical activities done both in school and out of school; and both formal and informal participation. A list of sports were included in the questionnaires for both young people and teachers – please see Section Appendix 9.

Out-of-lessons is defined as lunch breaks within the school day, after school hours or at weekends, during half-term or school holidays (i.e. all the time ‘out-of-lessons’). Out-of- lessons includes extra-curricular sports.

Where sports are said to have been done ‘Frequently’ this equates to at least 10 times in the year. Where sports are said to have been done ‘Occasionally’ this equates to at least once in the year.

Extra-curricular sport is sport organised by the school but out of school lesson time (for example, a school trip at the weekends or a school club after school).

Sports clubs outside school include all clubs not organised by the school, including informal clubs run by leisure centres, with the exception of youth clubs or social clubs.

The umbrella term ‘Youth clubs or other organisations’ include the guides, scouts brownies, cubs, rainbows, beavers, the girls and boys brigade, church or religious club, youth club, other uniformed club and other clubs where young people participate in sport or exercise.

232 Appendix 10 Sports

Games Football (inc. five-a-side) Netball Hockey Cricket Rugby Rounders Basketball Volleyball Baseball, softball Tennis Badminton Squash Table tennis Golf, putting, pitch and putt Bowls (carpet, lawn etc) Tenpin bowling/skittles Boccia Goalball

Swimming Swimming, diving, lifesaving Athletic and gymnastic activities Cross country, jogging, road running Athletics - track or field Gym, gymnastics, trampolining Other game skills (eg. hoops, hopscotch, throwing and catching, bean bags, frisbee) Aerobics, keep fit Judo, martial arts (karate/aikido) Boxing, wrestling

Dancing and skating Dance classes Ice skating Roller skating/blading, skate boarding

Outdoor & adventurous activities Orienteering Walking: on walks lasting more than an hour, hiking Climbing, abseiling, potholing Skiing Cycling, riding a bike Horse riding, pony trekking Sailing, windsurfing Rowing, water-skiing, canoeing Fishing

233 Appendix 11: Questionnaire

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