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Section one: The fundamentals
A)
Exercise 1: Notebook Prompt
Many of you are likely familiar with the concept of “ability inequity,” which the authors of this article define as “an unjust or unfair (a) ‘distribution of access to and protection from abilities generated through human interventions’ or (b) ‘judgment of abilities intrinsic to biological structures such as the human body’.”
However, they go on to identify the following “ability concepts” that are less familiar:
1) ability security (one is able to live a decent life with whatever set of abilities one has)
2) ability identity security (to be able to be at ease with ones abilities)
How prevalent are these forms of security among disabled people you know? Or, if you identify as a disabled person, would you say your social surroundings and community foster and support these kinds of security? Furthermore, while the focus of the article is on Kinesiology programs, it is also important to reflect on how academia in general accommodates for disability. If you feel comfortable answering this question, what has been your experience of postsecondary education to date?
-OR-
The authors also observe that “Ableism not only intersects with other forms of oppression, such as racism, sexism, ageism, and classism, but abilities are often used to justify such negative ‘isms’.”
What do you think this means? Provide an example.
| The statement highlights how ableism not only intersects with other forms of oppression, such as racism, sexism, ageism, and classism, but also how “ability” is used to justify exclusion and inequality. People who are considered less “able” are often marginalized further when their other identities, like race or gender, compound societal bias. My aunt, who was born with cerebral palsy and later diagnosed with schizophrenia, faces these intersecting challenges firsthand. Despite living independently and participating in weekly group physical activities, finding consistent, compassionate care and educational opportunities for her has been difficult. Government aid exists, but it often feels surface-level and primarily designed more for appearances than real support. Many programs don’t account for the complexity of her needs or provide inclusive, adaptive learning environments. Within postsecondary education and broader academia, accessibility remains a major issue. Course design, physical access, and support services often fall short, especially for those with multiple diagnoses. Her experience reflects how the system tends to prioritize convenience over inclusion, reinforcing ableist norms that assume independence and learning must follow one standard path. Although society has evolved slightly since the timeperiod when postsecondary could have been an option for her, at the time, she was still segregated from “able-bodied” kids and being provided with no opportunity for further education or intellectual stimuli. This shows how ableism is not just about individual attitudes, but deeply embedded in the structures meant to support diverse communities that often falls short. |
Exercise 2: Implicit Bias Test
Did anything surprise you about the results of the test? Please share if you’re comfortable OR comment on the usefulness of these kinds of tests more generally.
| Implicit bias tests can be a powerful tool for self-reflection. I’ve always considered myself to be an inclusive person, but taking the test revealed an unconscious bias toward one group over another in the category I chose. This was surprising and a little uncomfortable, but ultimately helpful. It opened my eyes to the subtle ways bias can influence thoughts and actions without us realizing it, and reminded me that ongoing awareness and reflection are essential for real inclusivity. |
B) Keywords
Exercise 3:
Add the keyword you contributed to padlet and briefly (50 words max) explain its importance to you.
| The keyword I chose is ‘able-bodied’. The term “able-bodied” refers to individuals who do not have a physical or mental disability. While commonly used, it can unintentionally reinforce a norm that views disability as a deviation from the “ideal” body. More inclusive language recognizes diverse abilities without making one body type as standard or superior. |
B) On Disability
Exercise 4: Complete the Activities
Exercise 5: Notebook Prompt
What do Fitzgerald and Long identify as barriers to inclusion and how might these apply to sport in particular?
C) Inclusion, Integration, Separation
Exercise 6: Complete the Activities
Exercise 7: Notebook Prompt
Choose ONE of the three questions Fitzgerald and Long argue disability sport needs to address and record your thoughts in your Notebook.
- Should sport be grouped by ability or disability?
- Is sport for participation or competition?
- Should sport competitions be integrated?
| In their chapter “Integration or Special Provision? Positioning Disabled People in Sport and Leisure,” Hayley Fitzgerald and Jonathan Long explore whether sport should be primarily about participation or competition, especially in relation to disabled people. They argue that while competitive sport is often prioritized in mainstream structures, this can marginalize disabled individuals whose access needs and goals may differ. They highlight that for many disabled people, sport is more about inclusion, social connection, and personal development rather than elite performance. They advocate for a shift toward participation-focused models that recognize and value diverse experiences in sport. This approach emphasizes choice and flexibility, allowing individuals to define success on their own terms rather than conforming to rigid, able-bodied standards of competition. Ultimately, Fitzgerald and Long call for sport systems that balance both participation and competition, but prioritize inclusive environments where everyone can engage meaningfully, regardless of ability.
I agree with Fitzgerald and Long’s perspective that sport should prioritize participation, especially for creating inclusive and meaningful experiences. However, it’s clear that today’s youth sport culture has become highly competitive, even from a very young age. Children are often pushed toward performance and winning, which can overshadow the joy of simply playing. Parental influence plays a major role in this dynamic as many parents emphasize success, leading to pressure-filled environments where fun, creativity, and inclusion are frequently lost. All of which I have seen first-hand working at a recreation centre. |
Part Two: Making Connections
A) Gender, Sport and Disability
Exercise 8: Complete the Activity
The paradox that sportswomen habitually face (as the authors observe, this isn’t confined to disabled sportswomen) involves the expectation they will be successful in a ‘masculine’ environment while complying with femininity norms in order to be recognized as a woman.
True or false?
Take a moment to reflect on this paradox below (optional).
| I strongly disagree with the paradox that sportswomen must balance success in a “masculine” environment while conforming to traditional femininity to be accepted. Athleticism has no gender, and women should not have to soften their strength or performance to fit societal expectations. This is a double standard that reinforces outdated historical norms that limit self-expression and equality in sport. Women should be free to define their identity on their own terms, whether fierce, feminine, both, or neither. I believe that the same goes for men who choose to represent what’s stereotyped as ‘feminine sports’. |
B) Masculinity, Disability, and Murderball
Exercise 9: Notebook/Padlet Prompt
Watch the film, Murderball and respond to the question in the padlet below (you will have an opportunity to return to the film at the end of this module).
The authors of “Cripping Sport and Physical Activity: An Intersectional Approach to Gender and Disability” observe that the “gendered performance of the wheelchair rugby players can…be interpreted as a form of resistance to marginalized masculinity” (332) but also point out that it may reinforce “ableist norms of masculinity.” After viewing the film, which argument do you agree with?
a) Murderball celebrates a kind of resistance to marginalized masculinity
| After watching the film Murderball, I think that it both challenges and reinforces certain ideas about masculinity. On one note, the film pushes back against the stereotype that men with disabilities are weak or dependent by showing how intense, competitive, and strong these athletes are. I find that It’s really empowering to see them reclaim their identities through sport. However, on another note, the way masculinity is shown as being tough, aggressive, and dominant, still follows a very traditional, able-bodied idea of what it means to be a “real man.” So, while the film breaks some stereotypes, it also ends up reinforcing others. It doesn’t leave much room for softer, more feminine expressions of masculinity or for people with disabilities who don’t necessarily fit into that tough, athletic image. It focuses mostly on one kind of experience and identity, which can leave out a lot of other valid perspectives. I think that with more representation, these athletes and these stereotypes can start to be broken down more, however, it is still a slow, work in progress. |
Section Three: Taking a Shot
A) Resistance
B) Calling out Supercrip
Exercise 10: Mini Assignment (worth 5% in addition to the module grade)
1) Do you agree with the critique of the “supercrip” narrative in this video? Why or why not? Find an example of the “supercrip” Paralympian in the 2024 Paris Paralympics or Special Olympics coverage and explain how it works.
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The “supercrip” narrative portrays individuals with disabilities as heroic for performing ordinary tasks or achieving success, which tends to view their accomplishments as overcoming their impairments. The issue with this is that it often reduces the complexity of an individual into a simple being of inspiration, taking away from the systemic barriers they face. The video “We’re the Superhumans” exemplifies this by showcasing Paralympians performing extraordinary feats, accompanied by the song “Yes I Can.” Critics argue that portraying these athletes like this, despite an attempt to be celebratory, may perpetuate ableist perspectives by emphasizing individual triumph over ‘beating’ their disability rather than addressing societal inclusivity and the hard work that goes into training for a sport despite whether one is able-bodied or not. I think that there is so much beyond these athletes than their disability and that the media should spend less time focusing on the disability as opposed to the athlete themselves and the sport. An example of this from the 2024 Paris Paralympics is the media coverage surrounding British Paralympian Alfie Hewett, whose journey was reported as “overcoming” disability to achieve athletic success, often emphasizing his resilience and determination. A prime example of this can be read within the first few lines of Paul MacInnes’ story in the news article The Guardian (2024), reading “ — after years of effort, and no shortage of heartache.” While his achievements and athletic success are incredible, the way the media frames them primarily as overcoming disability and a sad story aligns with the “supercrip” narrative, potentially taking attention away from the need for broader societal changes to support individuals with disabilities, especially in sports. https://www.theguardian.com/sport/article/2024/sep/06/hewitt-and-reid-achieve-ultimate-dream-after-winning-paralympic-tennis-title?utm_source=chatgpt.com |
2) Does the film Murderball play into the supercrip narrative in your opinion? How does gender inform supercrip (read this blog for some ideas)?
(300 words for each response)
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The film Murderball documents the lives of wheelchair rugby athletes, portraying their intense competitiveness and physicality. The film challenges traditional perceptions by showcasing athletes who are assertive and aggressive, countering stereotypes of passivity associated with disability. However, it also aligns with the “supercrip” narrative by emphasizing how these athletes have “overcome” their disabilities to engage in high-contact sports, potentially reinforcing the notion that value is found in overcoming one’s physical limitations instead of embracing it. Gender plays a significant role in shaping the “supercrip” narrative. The athletes in Murderball exhibit traits traditionally associated with masculinity, such as toughness and dominance. This portrayal can reinforce ableist norms by suggesting that to be respected, men with disabilities must conform to conventional masculine stereotypes, putting emphasis on physical power and emotional toughness. Representations like these may marginalize those who do not fit this mold, influencing the need for more inclusive narratives that recognize diversity within the expression of identity, ability, and gender, especially within sports where there is vast gendered stereotypes and expectations.
EXTRA CREDIT QUESTION 3) How does the film model resistance to both disability and gender norms, and in what ways do the athletes redefine or subvert societal expectations of strength, independence, and masculinity? The film Murderball showcases athletes who defy conventional disability narratives by engaging in a sport characterized by aggression and physicality, rugby. By participating in wheelchair rugby, they challenge the stereotype that individuals with disabilities are fragile, dependent, or incapable by demonstrating strength, autonomy, and success. This resistance to traditional disability norms is evident in their dedication to the sport and their pursuit of excellence. Along with this, the film addresses gender norms by highlighting how these athletes embody and sometimes exaggerate traditional masculine traits. While this reinforces certain aspects of masculinity, it also falls into societal expectations by demonstrating that strength and independence are not exclusive to able-bodied individuals. By excelling in a demanding sport such as rugby, the athletes break the stereotypes of what it means to be strong and masculine, showing that these qualities are not taken away, or any less prominent, by their disability. However, it’s also important to recognize that even though the film addresses stereotypes pertaining to disability, it may also unwillingly uphold others by emphasizing a narrow view of masculinity centred on physical dominance, strength, and power. A more nuanced view would encourage and portray a broader spectrum of experiences and expressions, acknowledging that strength, independence, and power can be shown and expressed in diverse ways beyond stereotypical traditional gender norms. |
