Advances in Physical Education

Volume 10, Issue 4 (November 2020)

ISSN Print: 2164-0386   ISSN Online: 2164-0408

Google-based Impact Factor: 0.93  Citations  h5-index & Ranking

Striking Down Barriers: Parents’ Perspectives of Youth Sport Programs for Their Children with Disabilities

HTML  XML Download Download as PDF (Size: 315KB)  PP. 459-475  
DOI: 10.4236/ape.2020.104036    227 Downloads   556 Views  Citations


Participation in sports provides opportunity for children to improve cognitively, physically, and socially. The purpose of this study was to explore family experiences and expectations in sport experiences specifically targeted to children with disabilities, and the relationship to volunteer/coach training. An online questionnaire was distributed to parents with children in these sport experiences (n = 56). Measures of quality of life were included as well as open-ended questions around motivation to join programs, expectations, challenges, role volunteers/coaches play, and barriers of program involvement for their child and family. Results showed that family quality of life and well-being on the pediatric quality of life inventory were both significantly lower for children with multiple disabilities compared to one disability (p < 0.05). Qualitative analyses suggest improving aspects such as organizational structure of sport programs, accessibility, volunteer/coach training, and ensuring appropriate accommodations to improve inclusion of children. These recommendations could be implemented to benefit not only the children with disabilities and their families, but all participants involved in youth sport programs.

Share and Cite:

Corning, S. , Ketcham, C. and Hall, E. (2020) Striking Down Barriers: Parents’ Perspectives of Youth Sport Programs for Their Children with Disabilities. Advances in Physical Education, 10, 459-475. doi: 10.4236/ape.2020.104036.

Copyright © 2021 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.