Disability! What’s that?
Abstract
The topic for this case study arose when I was undergoing training for my Professional
Graduate Certificate in Education (PGCE) qualification. In one of my sessions I delivered a
lesson that focused heavily on disability sport and found that the majority of the learners did
not have any background knowledge or prior learning experience on this topic, but were
keen to engage and find out more information. Disability in sport then became embedded in
all of my lessons. From this point forward, I created glossaries, showed videos and delivered
a whole lesson to all of my learners focused directly on disability in sport. By doing this it
also gave them the opportunity to ask questions around this topic that they may not have felt
comfortable about asking prior to engaging in the topic. During this time I discovered that the
BTEC level 3 and NCFE level 2 learners enjoyed learning about Disability Sport and by
developing this knowledge it will be incredibly beneficial for them if they choose to follow a
career in the sports industry. The Equality Act 2010 replaced previous anti-discrimination
laws with one single act. Groups that were covered by previous equality legislation are now
protected against discrimination under this new act. The Equality Act 2010 identifies ‘the
nine protected characteristics’ which are: disability, race, sex, sexual orientation, marriage
and civil partnership, belief or religion, age, gender reassignment and pregnancy or
maternity. This new act ensures that some groups, for example disabled people and carers,
will be more effectively protected against discrimination. The main aim of the new act is to
treat people fairly, with dignity and respect (Equality Act, 2010, p2).
Key Words
Disability
Inclusion
Equality
Diversity
Summary and brief overview of context
This case study investigates the importance of embedding Disability Sport within sport
courses/modules in Further Education and how my own innovative and creative practice has
fostered this and created further plans for the future.
Innovation is the act of introducing an idea that is new and interesting, it is vital to the
continuous improvement of education and the delivery of increased learning outcomes and
student satisfaction. OECD (2013) state that the skills we need to be innovative are: subjectbased skills (knowledge and expertise or know-how in a field); skills in thinking and creativity
(imagination, curiosity); and behavioural and social skills (self-confidence, passion,
leadership, persuasion) (OECD 2013, pg1).
Creativity is a teachable skill that can be defined in a number of ways. It has been called a
‘process of developing a new or unique idea’ as well as an experience of thinking
‘characterised by a degree of innovation, originality and risk taking’ (Iowa State University
2011). As represented in the diagram below (figure 1), creativity arises through the coming
together of the following three components: Knowledge, Creative thinking and Motivation.
Figure One: The Three Components of Creativity (Adams, 2005)
Numerous experts have provided frameworks on the sources of creativity, yet it appears that
the vast majority of their important contributions to the theory can be categorised as falling
within the three intersecting circles above’ (Adams, 2005, p4). Adams describes expertise
knowledge as all of the significant information that an individual brings to bear on a problem.
However, Howard Gardner (2004) looks deeper into this topic and explains that in-depth
knowledge in one specific area (in this case the subject specialism is sport) allows a teacher
to build upon the practical expertise that can serve as a foundation for creativity.
Furthermore, Adams states that thinking is an important part of the creative process and that
key aspects of this process are being comfortable to disagree with others and to be able to
persevere through difficult problems.
Finally, Adams views motivation as the most important component of creativity; she believes
that people will be more creative when they feel more motivated largely by their interest or
satisfaction. Intrinsic motivation in the classroom is seen to enhance creativity, whereas
extrinsic rewards are seen to hinder it. A learner that is intrinsically motivated will explore
various different pathways and will take their time, as well as enjoying the process along the
way. Adams states that ‘educational systems should directly teach learners about the field of
creativity so they gain an explicit awareness of their own creative potential. Learners need to
believe that creativity is determined by motivation and effort to a certain degree’ (Adams
2005, p13).
In order to be able to teach creatively, teachers have to apply time and effort to bring out
creative thinking in all learners. However, creativity is not the only essential element;
teachers must know their subject specialism and have the ability to create an appropriate
learning environment. To encourage learners to think creatively teachers are responsible for
sharing their thinking and ideas with learners, letting them know that creative ideas are
welcome in the classroom and to applaud any creative thinking (Iowa State University,
2011). Teachers can start to encourage creativity in their learners by using activities such as:
asking the learners open-ended questions then praising them for the answers they produce,
as well as encouraging experimentation and persistence.
Brief account of current situation
My training for the PGCE course was at a University Centre in South Yorkshire. My
placement was undertaken in a further education institution where I taught in the Sport and
Public Services department. Over the course of the year I taught learners enrolled onto level
two and level three courses including BTEC Subsidiary Diploma in Sport and Exercise
Science and NCFE Level 2 Certificate in Leisure Operations. I taught on a number of
different modules including: Instructing Physical Activity, Knowing How to Support Clients (in
a Gym Environment) and Anatomy and Physiology.
The issue that arose whilst I was on my placement was the lack of knowledge and
understanding that learners appear to have about Disability Sport. I became aware of this
issue during my second observation. It was evident that learners did not seem to have any
background knowledge on disability, but were interested to explore this in greater depth. The
session began to stray on to the topic of Disability Sport. Learners spent fifteen minutes
talking about the topic of Disability Sport, and asked questions and engaged in we were
having a class discussion around this topic. It is incredibly important for sports students to
have knowledge and understanding of Disability Sport because future sport-related
employment become in will require them to have knowledge of disabilities. For example, a
gym instructor may have to plan an exercise session for a disabled person, or a sports
coach may have to plan a coaching session for a disabled athlete. It was essential to
address this issue by introducing Disability Sport into all or most theory sessions taught at
the within vocational qualifications.
Equality and diversity within education is now integral, Cohen et al., (2010, p292) state that
‘there has been a move towards increasing inclusion, whereby social exclusion for whatever
reason is minimised.’ My subject specialism lends itself to the embedding of some practical
activities for learners to get involved in, including wheelchair basketball and blind football.
The institution already had the equipment for blind football so this could be easily set up for
the learners. The English Institute of Sport in Sheffield (EIS) has wheelchair basketball
equipment so ideally a trip could be arranged for the learners to experiment with this sport.
By undertaking both of these activities the learners could develop their subject specialist
knowledge in the topic of Disability Sport, thus developing an insight into what it is like to
actually play disability sport and be disabled. This would also develop a range of different
transferable skills including empathy, motivation and enthusiasm in order to become more
involved within disability sport and more employable in industry.
Rationale for change
Due to this issue arising, I created a SWOT analysis in order to determine what the strengths
and areas for improvement would be if I were to introduce more theory and practical work
(based on disability sport) into the lessons. A SWOT analysis is a useful tool to highlight
strengths, weaknesses, opportunities open to you and any threats you may face (Mind Tools
2013). The strengths and weaknesses tend to be internal, whereas the opportunities and
threats are often external factors. My SWOT analysis is shown below.
Strengths
 Increased knowledge for learners
 Increased understanding for learners
Weaknesses
 May be a sensitive area for some
learners to cover
 Employability skills are developed
 More awareness of disability and how to
plan exercise programmes for them
Opportunities
 London Paralympic Games 2012
 Facilities/equipment already at the
College
 Surrounding area facilities such as EIS
Threats
 Risk assessments to carry out practical
sessions on disability sport
 Learners motivation to learn about this
topic
 Writing about a disabled athlete in
assignments (2 exercise programmes for
contrasting clients)
Figure Two: SWOT Analysis
As part of my university studies, I presented (at a Professional Conference) a brief study of
this issue. I investigated ways to make my existing practice more innovative and creative.
Taking into consideration some of the peer feedback provided during this initial presentation,
it was highlighted that the Paralympic Games footage would be a suitable opening to the
presentation to both set the scene and gain audience attention.
The London 2012 Paralympic Games showed the world the achievements and abilities of
disabled people; this started to raise the profile of disabled sport and to change people’s
attitudes towards it (Gov.uk, 2013). The Government are dedicated to deliver a legacy that
builds upon the momentum that the Olympic Games provided. The Paralympic legacy set
out work ‘to build on the positive impact the Games had on perceptions of disabled people,
increased funding for Paralympics GB through to Rio 2016, improved accessibility on
transport systems and worked to ensure that the number of disabled people participating in
sport continued to increase, and had established the Inclusive Sports Fund to boost disability
sports projects’ (Gov.uk, 2013, p1). Another key theme that the Paralympic legacy
introduced is the Built Environment Education Project; this project was developed with an
aim to make inclusive design a key element of education and training. Inclusive design is a
procedure that makes sure all buildings and spaces can be easily accessed by disabled
users.
When I delivered my presentation I added the SWOT analysis for my peers to see, the
SWOT analysis identified that learner’s motivation to learn about the topic of disability sport,
especially if this was something that they were not interested in. A method to overcome this
barrier was to use McClelland's Theory which is based on Abraham Maslow’s theory of
needs (Mind Tools 2013). McClelland states that, regardless of our gender, culture, or age,
we all have three different motivating drivers and one of these will be our main motivating
driver. This motivator will be largely dependent on our culture and life experiences. The three
different motivators are achievement, affiliation, and power (Mind Tools, 2013, p1). The
learners in my classes were all motivated in different ways; firstly those motivated by
achievement needed challenging tasks as they thrive on overcoming complicated problems,
those motivated by affiliation worked best within group situations. Within my placement I
organised group tasks in my lessons such as creating a poster on disability sport. Finally
those learners motivated by power worked best when they were in charge of a situation and
they enjoyed competition - a way of incorporating this into my lessons was to create a quiz
as a plenary activity at the end of the session.
Overview of research undertaken and evidence/data collected and analysed and the ethical
procedures adopted
Secondary research is the analysis of information that has already been collected by another
party, whereas, primary research takes place when the research has never been collected
before. The research that I have undertaken is primary research. This was most suitable to
my case study because it involved collecting data on the subject of disability sport directly
from the ‘real world’ (Brizee and Driscoll, 2013).
There is a vast amount of evidence that has been collected and collated which supports my
innovative and creative practice. For the first time the UK Government specifically
recognised the importance of the Paralympic Games for people with disabilities and
published the document ‘London 2012: A legacy for disabled people’ (Department for
Culture, Media and Sport 2011). ‘The Paralympic Games and sport for people with a
disability is one of the emerging areas of scientific enquiry, which has largely been neglected
for many years. Interestingly, academic and political interest in the field of the Paralympic
Games and sport for people with a disability has grown exponentially in the past few years’
(Routledge Online, 2013, p1). The report stated that during and after the Paralympic Games
in London, the government wanted three different changes to happen; to change the way
that people thought and acted towards disabled people, to support the chances disabled
people have to take part in sport and to support local areas to ensure disabled people could
take part in sport where they live (DCMS, 2011). The Paralympic Games and its legacy
enabled people to think about the barriers that stop people with a disability taking part in
sport. This underpins my innovative practice as previous research identifies that people with
disabilities do not have the same opportunities as able bodied athletes and they are
interpreted differently. My practice aims to encourage more young people studying sport to
open their minds to the limitations and opportunities for disabled sport. Sport England (2013)
identified that disabled people are less likely to take part in sport with only one in six playing
sport regularly compared to one in three non-disabled people. They believe that
opportunities to play sport should be open to all.
Equality and diversity is an important part of teaching in further education not only is it a
positive element to embed, it is a requirement. The consequences of not embedding equality
and diversity into further education lessons could result in an ‘inadequate’ score in an Ofsted
inspection for the overall effectiveness of provision (Bannerman, 2011, p1). The Equality
Framework for Further Education was developed in order to meet the needs of all staff and
learners, as well as advancing equality within lifelong learning. It covers the equality areas of
age, disability, gender, gender reassignment, marriage and civil partnership, pregnancy and
maternity, race, religion or belief, and sexual orientation.
Equality and diversity should be embedded into all areas of the curriculum including planning
sessions, teaching methods and different assessment procedures. Embedding includes
producing materials and resources that are inclusive and exploring the nature and impact of
discrimination, harassment and victimisation relating to disability, race, sex, sexual
orientation, transgender, religion or belief, age when teaching (Bannerman, 2011).
Supporting learners effectively is an important to ensure that learners in the further
education sector are successful; learner support impacts on learner achievement,
recruitment and retention. It will help further education organisations to achieve the
outcomes expected of providers, including those related to Every Child Matters.
Every Child Matters is a UK government initiative for England and Wales that was launched
in 2003. There are five key outcomes of Every Child Matters which are: for every child to be
healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic
well-being (Jones, 2007, p1). With an increase in the number of learners attending a college
when leaving school, the Every Child Matters outcomes now also apply to colleges and
training providers. Colleges are now expected to implement strategies in order to meet the
needs of these learners especially those that are identified as being vulnerable. Every Child
Matters identifies vulnerable learners as: those with learning difficulties and/or disabilities,
who are looked after, who are young carers, who are at risk of underachieving and who are
statemented (Jones, 2007, p10).
All of the National Curriculum subjects, including sport, provide learners with the opportunity
to promote their spiritual, moral, social and cultural development. A learner’s spiritual
development involves them understanding their strengths and weaknesses, their potential
and their willingness to achieve. The concept involves learners developing knowledge,
understanding and qualities needed to foster their own inner lives. This links directly to
equality and diversity where learners understand that everyone should be included in sport
no matter what (in this case) their disability. A learner’s moral development involves them
‘acquiring an understanding of the difference between right and wrong and of moral conflict,
a concern for others and the will to do what is right’ (Department for Education, 2013, p1).
Learners can begin to reflect on the consequences of their actions and how to forgive others
around them. This links to the creative and innovative practice within disability sport as
learners start to develop a sense of empathy and will appreciate, in more depth, the
importance of equality and diversity. Social development involves learners acquiring
knowledge of the responsibilities needed to become a member of a community, as well as
creating a sense of belonging and an enthusiasm to participate. Finally, a learner’s cultural
development involves them having to develop an understanding of cultural traditions, and
respect their own culture and that of others. Learners begin to include people with a disability
and those from different cultures into their sporting practice, whether it is in a gym
environment or in a games situation.
Further education and sixth form colleges play an important role in maintaining and
developing their learner’s interest in sport and physical activity, alongside providing them
with opportunities for them to experiment with new sports. Teaching staff within colleges are
vital to ensure that learners make a smooth transition from school to college and then on to
full-time employment or further study at university. ‘As a result they can also have a huge
effect on reducing the number of young people that drop out of sport as they move through
these key transition points’ (Sport England 2013, p1). Sport England work very closely with
the Association of Colleges and British Colleges Sport on the delivery of the National FE
Sport Strategy - Growing Sport, Growing Colleges (2014). The main aim of this strategy is
for all learners in colleges to have access to sporting opportunities.
Consideration of key concepts and ideas informing change proposals
After identifying the issue of lack of knowledge on disability sport within my placement, I
made some slight changes so learners had the opportunity to develop their understanding
about this topic. My mentor supported this and I started to embed inclusive practice within as
many lessons as possible, ensuring that I spoke about disability sport within all of them. My
planning included group discussions within my lessons, so learners were able to ask
questions about disability. Some examples of the questions that were asked by my learners
were: ‘How would you help a person in a wheelchair in the gym?’, ‘If a person was blind, how
would you help them to use the treadmill?’ and ‘What activities would you plan for disabled
people for a football session?’ For level three and level two learners I taught one lesson
specifically on disability sport. I started the lesson with a short video on the highlights of the
Paralympic Games; this gave the learners a reminder or an insight if they had not seen it
before of how successful and inspiring the games were. The lesson included a definition of
the term disability, the importance of inclusion within a sports environment and discussing
acceptable terms when talking about disabled people (watching a short film on the ‘Last
Leg’ which was shown on television when the Paralympic Games in London were being
screened). Watching this video (Paralympic Games, 2012) gave the learners the opportunity
to see which politically correct terms to use when talking about disabled people. The show
also highlighted the fact that it is acceptable to talk and joke about disability, as long as you
are aware of what is politically correct to say. It gave viewers the opportunity to talk openly
about issues that they may not have usually spoken about in regards to disability sport. We
also investigated how we could include disabled learners in coaching sessions. Finally, I
created a glossary for all of my learners that included terms that are used when talking about
disability sport, so if we came across a new vocabulary in a lesson, learners were able to
add this to their own glossary.
In order to make the topic of disability sport more innovative and creative within my practice I
planned to play blind football with the learners. My placement had the equipment so it would
have been a simple exercise to set up. Although suitable, it was not possible to take the
learners to the English Institute of Sport (EIS) in Sheffield to play Wheelchair Basketball due
to the timetabling of the days I was in placement. I previously engaged in this when I was at
university so I am aware it is an activity that can be set up in one and a half hour time slots.
These activities give the learners an insight into what it is like for disabled athletes and
provide a better understanding of the different sports available and perhaps encourage them
to play. Finally, to arrange a trip to the EIS would allow the learners to see disabled sport
matches. This would link to assessments, allowing where learners to write an assignment
detailing how they would plan an exercise session in the gym for disabled people.
Consideration of how the change can reduce barriers to learning and an evaluation and
assessment of the impact on learners and the quality of teaching and learning
The innovative and creative practice that has been discussed can reduce the barriers to
learning for learners aged between 16-19 that have chosen to study sport within further
education as it develops a wider range of knowledge and provides a broader understanding
of disability sport. Developing employability skills within further education is important as it is
becoming increasingly difficult for young people to find a job. BBC News (2014) states that
the number of 16 to 24 year olds that are unemployed stood at 912,000 in the three months
leading up to January 2014, a drop of 29,000 and the lowest level since 2011.
SkillsYouNeed (2014) state that employers are looking for skills that go beyond having
certain qualifications and a range of experience. To be successful in certain jobs candidates
need to exhibit a range of employability skills. This means that young people need technical
and specialist skills that are associated with the different roles of a job. Different roles require
different skill sets and abilities; however, the skills covered by SkillsYouNeed are desirable
across all employment sectors. They are as follows: interpersonal skills, communication
skills, critical thinking skills, personal development, presentation skills, leadership and IT
skills (SkillsYouNeed, 2014, p1). All of these skills are developed through my creative and
innovative practice, with the activities that I have planned and delivered around disability
sport.
By educating my learners in this area, it has the potential to impact on society, In the DCMS
(2011) Paralympic legacy report, it states that the National Governing Bodies of Sport
(organisations that are in charge of different sports for the whole country e.g. England
Hockey is responsible for all hockey clubs in England) are not able to give all disabled
people the opportunity to take part in sport. This is because there are not enough coaches,
trainers or volunteers to help at local sports clubs. Chris Holmes (won a gold medal in
swimming at the Paralympic Games) is producing a report about how disability sport
provision can be improved. Sport England will review this and see how they can support,
currently they are spending £8 million on encouraging more disabled people to take part in
sport and physical activity, but they need more coaches and volunteers to help support this
(DCMS 2011). By providing learners with a broader understanding of what disability sport is,
giving them knowledge and experience on how to involve disabled people within sporting
situations and showing them how to plan and lead sessions around everyone’s needs,
learners may have enhanced job prospects when seeking employment within this area in the
future.
Conclusion
With the changes that were implemented within my teaching, knowledge on disability sport
was already starting to improve within the classroom. Learners now have the tools and
experience to empathise with disabled individuals, they can use the correct terminology
when talking about disability sport and they can voice their own views and opinions relating
to this area. Introducing the practical activities to the learners within my placement would
have given them an insight into being a disabled athlete, and to learn the essential skills and
techniques for playing these sports. Having the opportunity to undertake an educational visit
would allow the learners to see live disabled sport, and relate this specifically to their
assignments meaning that they would have to pay close attention and take notes so they
could start to write their assignment once they were back at College. This links directly to
situated learning theory as Lave and Wenger (1991) state that learning is embedded within
certain activities; it is usually unintentional rather than deliberate. ‘Social interaction and
collaboration are essential components of situated learning, learners become involved in a
“community of practice” which embodies certain beliefs and behaviours to be acquired’ (Lave
and Wenger, 1991, p1). This would provide learners with more motivation to complete their
assignments as they would write about a topic that they have been involved in. All of these
experiences would develop their subject specialist knowledge in the topic of disability sport;
it would prepare them for issues that may arise when they are employed in the near future. A
few areas for improvement in my future teaching practice would be to include more class
discussions within my lessons to help encourage all learners to voice their own views and
opinions. I could also highlight statistics related to disabled sport, for example, disability
sport participation in the UK, coverage of disability sport in the media and whether the
Paralympic legacy has made any impact.
It could possibly be beneficial for learners studying sport in further education to have a
module based specifically on disabled Sport. This would prepare them for roles in the sports
industry and for progression to university. It could be included in all vocational qualifications
across the country; this is highly relevant as the country is still working on the legacy from
the Olympic and Paralympic Games in London.
Links to networking and communities of practice
‘LinkedIn is a social networking website for people in professional occupations and it is
mainly used for professional networking’ (LinkedIn, 2014, p1). By being a part of this
networking site I have researched into disability sport and have followed a number of groups
including ‘Disability Sports Coaching’, ‘English Federation of Disability Sport’ and ‘Disability
Sport group’.
TES is an online network of teachers, it provides teaching resources which are available to
download, and they are developed by teachers for teachers. ‘The wealth of free resources
on TES allows education professionals to share and benefit from each other’s resources and
lesson plans in order to drive excellence in the education sector’ (TES Connect 2013). By
being part of the TES community I have access to their forums which provide information on
‘Physical Education and School Sport Development: Disability and SEN’ and a discussion
between teachers on ‘Why aren’t the Paralympic Games more popular?’
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