SPECIFIC DEVELOPMENTAL DISORDERS AND SPORTS: AN EXPLORATORY STUDY ON PARTICIPATION AND ENVIRONMENTAL BARRIERS

Lorenzo Cioni, Angela Magnanini

Abstract


Children with specific developmental disorders participate in extracurricular sports less than their peers, but no studies have explored possible environmental barriers that may hinder participation. In order to fill a gap in the scientific literature, this study analysed participation levels and parental perceptions of environmental barriers in a sample of 249 parents of Italian children aged 5 to 11 years (115 with specific developmental disorders and 134 without diagnosis). The results confirm that children with specific developmental disorders participate significantly less than their peers and highlight the existence of multiple environmental barriers that may hinder participation. In particular, the most significant environmental barriers are the family's lack of resources to support the child's participation and the difficulty of the sports activities in terms of the cognitive and social skills required to participate

Keywords


Specific developmental disorders; Special Educational Needs; Sport; Developmental age; Environmental barriers

Full Text:

PDF

References


Beart, S., Hawkins, D., Kroese, B.S., Smithson, P. & Tolosa, I. (2001). Barriers to accessing leisure opportunities for people with learning disabilities. British Journal of Learning Disabilities, 29(4): 133-138.

Biddle, S.J.H., Atkin, A.J., Cavill, N. & Foster, C. (2011). Correlates of physical activity in youth: a review of quantitative systematic reviews. International Review of Sport and Exercise Psychology, 4(1): 25-49.

Bloemen M., Backx F., Takken T., Wittink H., Benner J., Mollema J., & de Groot J. (2014). Factors associated with physical activity in children and adolescents with a physical disability: a systematic review. Development Medicine and Child Neurology, 57(2): 137­148.

Brittain I., Biscaia R. & Gerard S. (2020). Ableism as a regulator of social practice and disabled peoples’ self­determination to participate in sport and physical activity. Leisure Studies, 39(2): 209­224.

Cairney, J., Hay, J.A., Faught, B.E., Wade, T.J., Corna, L., Flouris, A. (2005). Developmental Coordination Disorder, Generalized Self-Efficacy Toward Physical Activity, and Participation in Organized and Free Play Activities. The Journal of Pediatrics, 147(4): 515-520.

Causin, P. & De Pieri, S. (2006). Disabili e rete sociale. Modelli e buone pratiche di integrazione. Milano: Franco Angeli.

Cicchitelli, G., Herzel, A. & Montanari, G.E. (1997). Il campionamento statistico. Bologna: Il Mulino.

Cioni, L. (2023). Posso giocare anche io? Disabilità e sport: dalla teoria ai dati sulle pari opportunità di partecipazione in età evolutiva. Padova: Soares.

Cioni, L., Magnanini, A. (2022). Environmental barriers to sport: acomparative study on children with and without disabilities. Italian Journal of Special Education for Inclusion, 10(2): 221-220.

Cohen J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associate, Publishers.

Committee of Enquiry into the Education of Handicapped Children and Young People. (1978). Special educational needs: Report of the Committee of Enquiry into the Education of Handicapped Children and Young People (Warnock Report). London: Her Majesty's Stationery Office.

Consiglio d’Europa. Proposta di decisione del parlamento europeo e del consiglio che istituisce l’Anno europeo dell’educazione attraverso lo sport. Bruxelles, 16 Ottobre 2001.

Cook, B.G., Li, D. & Heinrich, K.M. (2015). Obesity, Physical Activity, and Sedentary Behavior of Youth With Learning Disabilities and ADHD. Journal of Learning Disabilities, 48(6): 563-576.

Coster, W., Law, M. & Bedell, G. (2014). Participation and Environment Measure – Children and Youth (PEM-CY). Versione Italiana a cura di a cura di Antonella Olivo e Goffredo Scuccimarra. Copyright 2010, Trustees of Boston University.

de Anna, L. (a cura di) (2009). Processi formativi e percorsi di integrazione nelle scienze motorie. Ricerca, teorie e prassi. Milano: Franco Angeli.

Fargas-Malet, M., McSherry, D., Larkin, E. & Robinson, C. (2010). research with children: methodological issues and innovative techniques. Journal of Early Childhood Research, 8(2): 175-192.

Federico, B. Falese, L., Capelli, G. (2009). Socio-economic inequalities in physical activity practice among Italian children and adolescents: a cross-sectional study. Journal of Public Health, 17: 377-384.

Ferraro, A., Magnanini, A., Cioni, L. (in corso di pubblicazione). Il gioco sportivo come strumento di inclusione degli alunni con bisogni educativi speciali. Metis-Mondi educativi. Temi indagini suggestioni.

Franchini, R. (2007). Disabilità, cura educativa e progetto di vita. Tra pedagogia e didattica speciale. Trento: Erickson

Gaspari, P. (2013). Una cornice epistemologica per i bisogni educativi speciali. L’integrazione scolastica e sociale, Vol. 12, n. 4, 344-354.

Gatto, S. & Elia, L. (2007). Quality of peer interactions: an indicator of integration processes in children with disabilities. Life Span and Disability, 10(1): 47–58.

Ginis M., Latimer­Cheung A.E. & Rimmer G.H. (2016). A systematic review of review of articles addressing factors related to physical activity participation among children and adults with physical disabilities. Health Psychology Review, 5: 1­31.

Haycock, D. & Smith, A. (2011) Still ‘more of the same for the more able?’ Including young disabled people and pupils with special educational needs in extra-curricular physical education. Sport, Education and Society, 16 (4): 507-526.

Ianes, D. (2009). Progetto di vita e famiglia alla luce dell’ICF/OMS. In M. Pavone (a cura di), Famiglia e progetto di vita. Crescere un figlio disabile dalla nascita alla vita adulta (pp. 165-188). Trento: Erickson.

ISTAT. (2017). Condizioni economiche delle famiglie. Disponibile in: http://dati.istat.it/ Index.aspx?QueryId=22919 [15 maggio 2023].

ISTAT. (2022). Sport, attività fisica, sedentarietà. Disponibile in: https://www.istat.it/it/files/2022/12/Sport-attivit%C3%A0-fisica-sedentariet%C3%A0-2021.pdf [ultima consultazione 4/11/23].

Italia. (1992). Legge 5 febbraio 1992, n. 104. Gazzetta Ufficiale della Repubblica Italiana.

Jaarsma E.A., Dijkstra P.U.J., Geertzen H.B. & Dekker R. (2014). Barriers to and facilitators of sports participation for people with physical disabilities: A systematic review. Scandinavian Journal of Medicine and Sciences in Sports, 24(6), 871­881.

Kiuppis, F. (2018). Inclusion in sport: disability and participation. Sport in Society. Cultures, Commerce, Media, Politics, 21: 4­21.

Kuhne, M., Wiener, J. (2000). Stability of social status of children with and without Learning Disabilities. Learning Disability Quarterly, 23(1): pp. 64-75.

Magnanini, A. (2018). Pedagogia speciale e sport. Modelli, attività e contesti inclusivi tra scuola e extrascuola. Venezia: Incontropiede.

Magnanini, A., Cioni, L. (in corso di pubblicazione). Design and initial validation of the Sport Participation and Environment Measure for Children with and without disabilities. Conference Proceedings of the XIX International congress of AIFREF. Venice, 30 giugno – 2 luglio 2022.

McGarty A.M., & Melville C.A. (2018). Parental perceptions of facilitators and barriers to physical activity for children with intellectual disabilities: A mixed methods systematic review. Research in Development Disabilities, 73: 40­57.

MIUR. (2012). Strumenti d’intervento per alunni con bisogni educativi speciali e organizzazione territoriale per l’inclusione scolastica. Disponibili in: https://www.miur.gov.it/documents/20182/0/Direttiva+ Ministeriale+27+Dicembre+2012.pdf/e1ee3673-cf97-441c-b14d-7ae5f386c78c [ultima consultazione 4/11/23].

Molisso, V., Masullo, Masullo, M. (2018). The benefits of Sports in Specific Learning Disorders. Italian Journal of Health Education, Sports and Inclusive Didactics, 2(2): 19-24.

Moliterni, P. (2013). Didattica e scienze motorie. Tra mediatori e integrazione. Roma: Armando.

Montalva-Valenzuela, F., Andrades-Ramírez, O., Castillo-Paredes, A. (2022). Effects of Physical Activity, Exercise and Sport on Executive Function in Young People with Attention Deficit Hyperactivity Disorder: A Systematic Review. Eur J Investig Health Psychol Educ, 14;12(1): 61-76.

Mura, A. (2015). Pedagogia Speciale oltre la scuola. Dimensioni emergenti nel processo di integrazione. Milano: Franco Angeli.

Nepi, L.D., Fioravanti, J., Nannini, P., & Peru, A. (2015). Social acceptance and the choosing of favourite classmates: a comparison be-tween students with special educational needs and typically developing students in a context of full inclusion. British Journal of Special Education, 42(3): 319-337.

OMS. (2007). Classificazione Internazionale del Funzionamento, della Disabilità e della Salute. Versione per bambini e adolescenti (ICF-CY). Trento: Erickson.

ONU. (2015). Trasformare il nostro mondo: l’Agenda 2030 per lo Sviluppo Sostenibile. Disponibile in: https://unric.org/it/wp-content/uploads/sites/3/2019/11/Agenda-2030 [ultima consultazione 4/11/23].

Parlebas, P. (1997). Giochi e sport: corpo, comunicazione e creatività ludica. Torino: il Capitello.

Pavone, M. (2014). L’inclusione educativa. Indicazioni pedagogiche per la disabilità. Milano: Mondadori.

Shields, N., Synnot, A.J. & Barr, M. (2012). Perceived barriers and facilitators to physical activity for children with disability: a systematic review. British Journal of Sports Medicine, 46: 989-997.

Somerset, S. & Derek, J.H. (2018). Barriers to voluntary participation in sport for children: a systematic review. BMC Pediatrics, 18(47): 1-19.

Steadward, R.D., Wheeler, G.D. & Watkinson, E.J. (2003). Adapted Physical Activity. Alberta: The University of Alberta Press.

Termini, F., Sciurca, C. (2017). Special educational needs and sport. Psychological aspects of the interaction between cognitive, affective-emotional and motor area. Euromediterranean biomedical Journal, 12(05): 17-22.

Tiano, C., Ridolfi, G., Rosetti, L., Mazzocca, M. (2023). I giovani e lo sport: la tutela dei minori e lo sviluppo della pratica sportiva. Roma: Dipartimento per lo sport.

UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Salamanca. Spain: UNESCO.

UNESCO. (2012). International Standard Classification of Education (ISCED) 2011. Montreal: UNESCO.

UNESCO. (2015). Carta Internazionale per l’Educazione Fisica, l’Attività Fisica e lo Sport. Paris: UNESCO.

Valet, A. (2016). About Inclusive Participation in Sport: Cultural Desirability and Technical Obstacles. Sport and Society, 21(1): 137-151.

Vio, G. & Lo Presti, G. (2014). Diagnosi dei disturbi evolutivi. Modelli, criteri diagnostici e casi clinici. Trento: Erickson.

Weiss, M.R., & Duncan, S.C. (1992). The relationship between physical competence and peer acceptance in the context of children's sports participation. Journal of Sport & Exercise Psychology, 14(2):177-191.

Weiss, M.R., & Stuntz, C.P. (2004). A Little Friendly Competition: Peer Relationships and Psychosocial Development in Youth Sport and Physical Activity Contexts. In M.R. Weiss (Ed.), Developmental sport and exercise psychology: A lifespan perspective (pp. 165–196). Virginia: Fitness In-formation Technology.

Winnick, J.P., & Porretta, D.L. (2016). Adapted physical education and sport. Champaign, IL: Human Kinetics.

Yazdani, S., Tang Jee, C. & Chung, P.J. (2013). Factors Predicting Physical Activity Among Children With Special Needs. Preventing Chronic Disease, 10: 1-9.

Ziereis, S., Jansen, P. (2015). Effects of physical activity on executive function and motor performance in children with ADHD. Res Dev Disabil, 38:181-91.




DOI: https://doi.org/10.32043/gsd.v7i4.1030

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN: 2532-3296