3,717
Views
15
CrossRef citations to date
0
Altmetric
Original Articles

From the Athletes’ Perspective: A Social-Relational Understanding of How Coaches Shape the Disability Sport Experience

Pages 546-564 | Received 10 May 2018, Accepted 13 Feb 2019, Published online: 24 Apr 2019
 

Abstract

The purpose of this study was to explore athletes’ perceptions of how coaches shaped their experiences in disability sport throughout development. Athletes with physical disabilities (N = 21) participated in life history interviews. Participants outlined their sport history and responded to questions targeting the roles that coaches played in their development, which laid the foundation for broader conversations about how coaches shaped the disability sport experience. Using thematic analysis, patterns in coach knowledge, beliefs, and behaviors were captured in 4 themes. Three themes were discussed in relation to positive experiences in disability sport (consideration, collaboration, professionalism), and 1 theme was related to negative disability sport experiences (prejudice). The findings of this work are analyzed through the lens of the social-relational model of disability, thus challenging the dominant discourse that underpins understandings of (dis)ability in the sport context. Practical recommendations for disability sport coaches include reflective practice and introspective examination of implicit biases and assumptions, as well as a focus on interpersonal skills that assist coaches in collaborating with athletes—thus encouraging the integration of sport- and disability-specific knowledge.

Lay Summary

Athletes with physical disabilities were interviewed about how coaches shaped their experiences in sport over time. Differences in how coaches created positive experiences were identified at each stage of development, reflecting varied combinations of knowledge and behaviors. Negative experiences stemmed from perceptions of unfair treatment and inequality.

Additional information

Funding

This research was supported by the Coaching Association of Canada [Grant #2015-001] and the Social Sciences and Humanities Research Council of Canada (SSHRC), including SSHRC Insight [Grant #435-2014-0038], SSHRC Partnership [Grant #895-2013-1021], and a SSHRC Joseph-Armand Bombardier Canada Graduate Scholarship [Award #767-2015-1633].

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.