Stories of physical activity and disability: exploring sport and exercise students’ narrative imagination through story completion

Figures & data

Table 1. Story stem design process

Stem	Piloted story stem	Revisions based upon feedback from scholars and pilot exercise	Final story stem
A	Phoebe* is a fully qualified gym instructor in a community leisure centre. Her newest client shows up for their first session in a wheelchair …	-Removed the description of fully qualified gym instructor as some people in the pilot exercise assumed qualified gym instructors would be educated about disability – which is not always the case (see Richardson, Smith, and Papathomas 2017).	Pria is a gym instructor in a community leisure centre. Her newest client shows up for their first session in a wheelchair …
B	Nathan* sustained a spinal cord injury a year ago. Before his injury, he enjoyed playing basketball. Now he has been discharged from hospital as a fully independent wheelchair user and would like to be become physically active …	-Removed the description regarding playing basketball before spinal cord injury as all piloted stories inevitably led to participation in wheelchair basketball. -Removed description as fully independent wheelchair user due to misrepresentation of independence from the wheelchair (i.e. did not need wheelchair to be physically active) rather than our intended meaning of being independently active in the wheelchair.	Alex sustained a spinal cord injury a year ago. Now Alex has been discharged from hospital as a wheelchair user and would like to become physically active …
C	After a few weeks of training by himself in the gym, James* has decided to book a training session for a personalised exercise plan. As he walks up to reception to meet his instructor, his first thought is ‘Oh, my instructor is disabled!’ …	-Removed the exclamation mark after ‘Oh, my instructor is disabled!’ … to facilitate a greater range of reactions.	After a few weeks of training by himself in the gym, Zahid has decided to book a training session for a personalised exercise plan. As he walks up to reception to meet his instructor, he first thought is ‘Oh, my instructor is disabled’ …
D	David* has arrived for his first session as the new local youth football coach. Before training starts, David realises that one of the children is disabled …	-Added detail regarding being unsure of how to adapt a pre-planned session for the inclusion of a disabled child as this is a concern facing coaches (see Townsend, Cushion, and Smith 2018).	Casey has arrived for their first session as the new local youth sports club coach. Before training starts, Casey realises that one of the children is disabled and is unsure of how to adapt the pre-planned session …

*All original characters were replaced with either more diverse or gender-neutral names.

Richardson, E. V., B. Smith, and A. Papathomas. 2017. “Disability and the Gym: Experiences, Barriers and Facilitators of Gym Use for Individuals with Physical Disabilities.” Disability and Rehabilitation 39 (19): 1950–1957. doi:10.1080/09638288.2016.1213893.

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Townsend, R. C., C. J. Cushion, and B. Smith. 2018. “A Social Relational Analysis of an Impairment-specific Mode of Disability Coach Education.” Qualitative Research in Sport, Exercise and Health 10 (3): 346–361. doi:10.1080/2159676X.2017.1407355.

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