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skills constitute an important set of skills that are believed to form the essential
different forms of physical activity. Games are physical activities carried out by
individuals or groups with the aim of getting the pleasure generated in these
activities. Playing is any activity for pleasure, and thus, games can also develop
the skills and abilities of students with special needs or children with disabilities.
equally well. Inclusive sports and fitness activities provide an opportunity for young
people who have disability to learn skills together and discover more about each
(2018) suggested that learners with disabilities may be involved in sports with
that are matched or mismatched with their type or level of athletic ability or
demands exacerbate performance of learners with disabilities for which there are
performance ability. Players are categorized based on how much their impairment
considered (Stratton & Oliver, 2019). This raises the question of whether or not
skill competency among players who have disabilities between male and female
For example, while differences in physique and performance between male and
Juzwiak & Joaquim, 2018). In swimming, Cavedon et al. (2018) highlighted that it
is beneficial that the profile of the athletes should be reported because the
performance varied according to the gender of athletes and the severity of their
athletes with physical disabilities could help in the selection of key anthropometric
and mentally stronger. These skills can be transferred into other new arenas
(United Nations, n.d.). De Hollander and Proper (2018) pointed out that
connections with community members for learners with disabilities. Through sport
people usually learn the tenets of fair play, teamwork and solidarity and can
become more aware of the problems that exist for people with disabilities.
and problematic in sports that emphasize more teamwork and are also more
(Celenk, 2021).
Aarnio et al. (2002) as cited in Kerins (2020) maintained that social issues
can be addressed if learners with disabilities would attain their potential in and
through physical activity like sports. It outlines how participation can be increased
and, critically, how to ensure that learners with disabilities experience quality
physical sport activity. The study of Diaz and Diaz (2021) suggested the need for
and implement strategies that will ensure quality experiences in sports activity for
learners with disabilities. Similarly, social competence skills are another area that
with sports. Life skills such as cooperation and teamwork develop through sports
sport or physical exercise can help them come to terms with their disability, regain
experiences and the acquisition of physical literacy at the early learning stages
physical activity and makes lifelong interest and participation in physical activity
and sport more likely. De Hollander and Proper (2018) found that patterns of
participation in outdoor recreation were similar across most activities for learners
with and without disabilities. Activities with the highest rates of participation among
learners without disabilities also tended to show the highest rates of participation
among people with disabilities. This may illustrate that, as barriers are eliminated,
establish friendships and social networks from which collective identities can be
background or disability and can play a role in achieving an inclusive society (Top
& Akil, 2018). Saban (2022) expressed that changes in participation, good
the rise in involvement and success in competitive sports for students with
approaches that would raise participation rates (Stratton & Oliver, 2019).
Learners with a self-care related disability and those with a mobility disability
were more likely to cite their disability, or gaps in sports provision as reasons for
not participating in sport. Young people with a hearing disability were more likely
to cite reasons that were less connected to their disability (Rodrigues et al., 2018).
However, Teramura, Hamada and Yamamoto (2021) stressed-out that the most
physical activity levels that also vary with age and are related to the type of
disability, the participation barriers that exist for various disabilities, and other
factors that may exacerbate discrimination and prejudice. Many learners with
approaches (Longmuir & Bar-Or, 2011 as cited in Bertills, Granlund & Augustine,
2021).
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role in the narrow margins between success and failure at sport activities among
learners with disabilities. Research has shown that focus and goal setting are two
of the most useful strategies for giving athletes with disabilities a psychological
significant to the physical side (Esatbeyoglu & Campbell, 2018). Sampan and
Gomez (2017) claimed that focus and goal setting is the most used skill in
emotional control. It is highlighted that certain group of athletes, such as those with
develop their psychological skills typically resemble those for athletes with able
bodies. If athletes with disabilities are aware of the format, applications, and
potential advantages of mental skills training, which will enhance both their athletic
performance and enjoyment, they will be better able to concentrate and establish
goals. Furthermore, when given access to mental skills training programs, these
athletes with disabilities are frequently fairly open and receptive (Petrola, 2017).
The study of Cagas, Mallari and Torre (2022) showed that multifaceted goal
competitive goals, had more confidence and had more success in their sport
careers than athletes who were dissatisfied with the goal-setting process or who
did not believe in its efficacy. Similarly, Battini, Chieffo and Bulgheroni (2018)
reported that athletes who had strong mental skills such as the ability to
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concentrate and cope with adversity were more likely to report being dedicated
and enthused about their disability sport involvement compared with athletes with
must be carried out with simple instructions and accompanied by direct and
concrete demonstrations to make it easier for them to accept because they are
concrete objects and events. Verbal instructions with examples of the correct
teacher places more emphasis on practicing the movements that the child must
do. According to the U.S. Department of Education (2021), children with disabilities
in their daily activities or routines (Lim, 2020). Senatore and D’Elia (2018)
emphasized that coaches are advised to use key words or vocal inflections to help
them understand in place of most spoken instructions when working with athletes
disabilities can anticipate what will happen during practice and get instructions and
assignments that are clearly described. For instance, athletes with disabilities such
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staying quiet or taking turns; these behaviors may challenge the coaches’ ability to
effectively manage their practice (Vargas et al., 2012 as cited in Campbell &
Stonebridge, 2021). In the case of learners-athletes with ADHD, they may find it
However, Alexander and Bloom (2020) argued that maintaining eye contact and
being attentive.