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5 Chapter 5- Accessing Sports

Chapter 5

CHAPTER 5- Accessing Sports

Part 1- The Fundamentals

When Ability Becomes a Barrier

The quote by Arora and Wolbring means that ableism, judging or treating people unfairly based on what they can or can’t do physically, mentally, or emotionally, is often connected to other types of discrimination like racism, sexism, ageism (discrimination based on age), and classism (discrimination based on wealth or social status). This happens because society often values people based on their abilities. For example, being strong, fast, smart, or productive is usually seen as “good,” while needing help, moving slowly, or learning differently might be seen as “bad” or “less.” These ideas affect how people are treated. So, when someone is treated unfairly because they’re a woman, a person of color, older, poor, or disabled, it’s often tied to the idea that they don’t have the “right” or “normal” abilities. Abilities are used as a reason to explain why certain people get less respect, fewer chances, or are left out.

Here’s a clear example: Imagine a high school gym class where all the activities are made for students who can run, jump, and play sports in typical ways. A student who uses a wheelchair may not be able to join in because the games aren’t designed for them. That’s ableism, because the student is being left out based on their physical ability. But it can go even deeper. What if that student also comes from a low-income family and can’t afford a special sports wheelchair or equipment? Now they’re also being affected by classism. And if they belong to a racial or cultural group that’s often ignored or stereotyped in sports, they may face racism too. These different forms of discrimination are all connected through the way people’s abilities are judged. It’s not just about one problem, but about how unfair systems work together to exclude people.

So, what the authors are really saying is that we can’t fight ableism without also understanding how it supports other unfair systems. To make sports, schools, and society more fair, we need to stop valuing people only by what they can do physically or mentally. Everyone has different abilities, and those differences should be accepted and included, not judged or used as excuses to treat people unfairly.

Uncovering Hidden Bias: A Test That Opens Your Eyes

These kinds of tests can be really useful because they help us learn about hidden biases we might not even know we have. Sometimes, even if we believe we treat everyone fairly, our brains can still make quick judgments without us realizing it. The test doesn’t mean you’re a bad person—it just shows how we’ve all been influenced by things like media, culture, or our environment. Knowing this can help us become more aware and work toward treating people more equally.

Sport for All? Uncovering the Real Challenges to Inclusion

Fitzgerald and Long highlight a range of barriers to inclusion that make it difficult for disabled people to fully participate in sport and leisure. These include physical, logistical, and psychological barriers, such as inaccessible venues, lack of specialized equipment or trained staff, transportation challenges, and poor communication about opportunities. Attitudinal barriers are also major issues—non-disabled people may hold prejudiced or uninformed views about what disabled people can do, and disabled individuals may feel excluded, different, or undervalued. The authors also point to structural problems, such as separate management of disability sport and mainstream sport, or the way sports are designed around non-disabled norms, which makes inclusion difficult without major changes. These barriers are deeply connected to how disability is understood: the medical model focuses on fixing the individual, while the social model focuses on changing the environment to remove barriers. The tension between these models influences whether disabled people are included, excluded, or placed in separate provision.

1. Physical and Logistical Barriers

These are the practical problems that make it hard or impossible for someone to join a sport. For example, a swimming pool might not have a ramp or hoist to help someone in a wheelchair get into the water. A sports club might be far away, and public transport might not be accessible. If someone needs help using equipment, but there’s no trained staff, they can’t join in. These are barriers caused by poor planning, not the person’s disability. Imagine a teenager who wants to join a soccer team but uses a walker to move around. The soccer field is only accessible by stairs, and the nearest accessible bus stop is two miles away. Even if they have the skill and interest, they can’t participate because of these physical and travel barriers.

2. Psychological and Emotional Barriers

Disabled people might feel nervous or embarrassed about joining a group where they stand out. They may worry that they won’t be accepted or that people will judge them for being different. These feelings often come from past experiences where they were excluded or treated differently. A student with a learning disability might avoid PE class because they’ve been teased before or made to do completely different activities than their classmates. Even if they want to take part, the fear of standing out makes them stay away.

3. Attitudinal Barriers

Sometimes the biggest problem isn’t a ramp or a bus—it’s the way people think. Coaches or teachers might assume disabled people can’t keep up or shouldn’t be in the same class. Even other athletes might not be welcoming, especially if they don’t understand what disability really means. These attitudes can make people feel unwelcome or like they don’t belong. For instance, a visually impaired runner wants to train at a local track, but the coach assumes it’s “too risky” and refuses to allow them to join. Instead of finding ways to support the runner, the coach shuts the door on their opportunity.

4. Separate vs. Integrated Sports

Fitzgerald and Long talk about two main ways disabled people are included in sport: separate provision (special teams or programs just for disabled people) and integrated provision (joining mainstream teams and programs with everyone else). Both approaches have pros and cons. Separate sports can feel safe and supportive, especially for people who want to be with others who understand their experiences. But it can also make disabled people feel like outsiders or second-class athletes. For example, a wheelchair basketball team gives players the chance to compete at a high level, but some people see it as “less serious” than regular basketball. That attitude can make it harder for players to get recognition or funding. Integrated sports let disabled and non-disabled people play together, but this only works if the sport is designed to include everyone equally. Otherwise, disabled players may feel like they don’t belong. For example, deaf athlete joins a mainstream volleyball team, but no one learns basic sign language or adapts the drills. The player feels left out because communication is a constant struggle.

5. Invisibility and Misrepresentation

Disabled people are often not seen in sports—especially in media or leadership roles. When they are shown, it’s sometimes in a way that focuses only on their disability, not their skill. This lack of positive representation can discourage others from even trying. For instance outside of the Paralympics, you rarely see disabled athletes on TV. When they are shown, the story is often about how they “overcame” disability, instead of focusing on their training, talent, and success.

6. Intersectionality: Disability and Other Identities

Fitzgerald and Long also explain that disability doesn’t exist alone, it’s part of someone’s whole identity. A disabled person might also face racism, sexism, or poverty, which can make it even harder to join in. For example, a young Black girl who is also autistic may face challenges in a sports setting that go beyond just her disability. Coaches may overlook her talent because of stereotypes about race, gender, and ability all at once.

I believe there isn’t just one right way to include disabled people in sport. In some cases, separate programs can provide the comfort and support that’s needed, while in other situations, being part of mainstream teams can work better. What matters most to me is true inclusion—making sure disabled individuals have real choices and feel respected and welcomed wherever they choose to participate. That means we need to rethink how we design sports, how we train coaches, how we build our facilities, and especially how we view disability. I don’t think disabled people should have to change who they are to fit into sport—instead, sport should change to fit and include everyone equally.

Should sport be grouped by ability or disability?

I believe sport should be grouped by ability instead of disability because this focuses on what people can do, not what they can’t do. Grouping by ability means athletes are matched based on their skill level, which makes the competition fair and more enjoyable for everyone. Just because two people have the same disability doesn’t mean they have the same skills or experience. For example, one wheelchair user might be an expert in their sport, while another is just starting out so putting them in the same group just because of their disability wouldn’t be fair.

This idea also connects to the social model of disability, which says people are often held back more by society’s barriers than by their disability. Grouping by disability follows the medical model, which focuses on a person’s limitations. That can make people feel excluded or judged. But if we focus on ability, it gives everyone a better chance to participate and be valued for their strengths. It also helps break down unfair stereotypes about what disabled people can or can’t do.

In some cases, grouping by disability might still make sense, like in the Paralympics, where fair classifications are important. But overall, using ability as the main way to organize sports is more fair and inclusive. It allows people of all backgrounds and abilities to play, compete, and grow together.

 

Media Attributions

  • Private: 9781459417380
  • Private: Changing The Game Through School Sports – Graphic Recording – Ma

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