ABSTRACT

It has long been held that participation in sport, physical activity (PA) and physical education (PE) can yield valuable benefits for young people (Bailey et al., 2009 Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., & Sandford, R. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1–27. https://doi.org/10.1080/02671520701809817[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]. The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1–27. https://doi.org/10.1080/02671520701809817). Recently, there has been much focus on the role of such activities for moral development in support of social inclusion and social justice agendas, often centred within the broad field of sport-for-development (Coalter, 2013 Coalter, F. (2013). Sport for development. Routledge.[Crossref] , [Google Scholar]. Sport for development. Routledge; Rossi & Jeanes, 2016 Rossi, T., & Jeanes, R. (2016). Education, pedagogy and sport for development: Addressing seldom asked questions. Sport, Education and Society, 21(4), 483–494. https://doi.org/10.1080/13573322.2016.1160373[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]. Education, pedagogy and sport for development: Addressing seldom asked questions. Sport, Education and Society, 21(4), 483–494. https://doi.org/10.1080/13573322.2016.1160373). However, disability, and the social inclusion of disabled people, has been somewhat overlooked by policy, practice, and research in this field. This article considers findings from a study investigating a sports-based educational programme, Playdagogy, designed for use with children/young people and intended to: (1) raise disability-awareness, (2) promote positive attitudes to disabled people and (3) foster inclusion. In focusing on promoting understandings of disability and inclusion through ‘inclusive’ sport-based games, Playdagogy reflects a recognition of the need to critique ‘normalized’ and exclusionary conceptions and practices in youth sport (Fitzgerald, 2009 Fitzgerald, H. (ed.). (2009). Disability and youth sport. Routledge.[Crossref] , [Google Scholar]. Disability and youth sport. Routledge). While progress has been made to conceptualise ‘anti-disablist’ or ‘anti-ableist’ pedagogies within the context of inclusive education (Beckett, 2015. Anti-oppressive pedagogy and disability: Possibilities and challenges. Scandinavian Journal of Disability Research, 17(1), 76–94. https://doi.org/10.1080/15017419.2013.835278), it has been slow to trace this into relevant curricula or teaching/learning strategies (Symeonidou & Loizou, 2018 Symeonidou, S., & Loizou, E. (2018). Disability studies as a framework to design disability awareness programs: No need for ‘magic’ to facilitate children’s understanding. Disability & Society, 33(8), 1234–1258. https://doi.org/10.1080/09687599.2018.1488677[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]. Disability studies as a framework to design disability awareness programs: No need for ‘magic’ to facilitate children’s understanding. Disability & Society, 33(8), 1234–1258. https://doi.org/10.1080/09687599.2018.1488677). Playdagogy can be viewed as an attempt to achieve translation of pedagogy into practice. A mixed method approach was employed to capture experiences of programme staff, educators, and pupils (aged 6–12 ) involved in the Playdagogy programme. Findings highlight key issues related to the experience of delivering and undertaking Playdagogy activities from all stakeholders’ perspectives. In acknowledging claims that educational messages are often inherent but not explicit within these kinds of sport for development programmes (Rossi & Jeanes, 2016 Rossi, T., & Jeanes, R. (2016). Education, pedagogy and sport for development: Addressing seldom asked questions. Sport, Education and Society, 21(4), 483–494. https://doi.org/10.1080/13573322.2016.1160373[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]. Education, pedagogy and sport for development: Addressing seldom asked questions. Sport, Education and Society, 21(4), 483–494. https://doi.org/10.1080/13573322.2016.1160373), we add to calls for closer examination of the educational process and impact of such initiatives and examine the place of an inclusion/disability focus in future SfD work.

摘要

长期以来，人们一直认为，参加体育运动、体育活动 (PA) 和体育教育 (PE) 可以为年轻人带来宝贵的利益（Bailey 等，2009 Bailey, R.、Armour, K.、Kirk, D.、Jess, M.、Pickup, I.和Sandford, R.（2009 年）。体育教育和学校运动的教育效益：学术评论。教育研究论文，24 (1), 1 – 27。https://doi.org/10.1080/02671520701809817 [Taylor & Francis Online]、[Web of Science®]  、[Google Scholar]。体育和学校运动的教育效益：学术评论。教育研究论文，24 (1), 1-27。https://doi.org/10.1080/02671520701809817）。最近，人们非常关注此类活动对道德发展的作用，以支持社会包容和社会正义议程，通常集中在体育促进发展的广泛领域（Coalter，2013 科尔特，F.（2013 年）。体育促进发展。劳特利奇。[交叉引用]  ，[谷歌学术]。体育促进发展。劳特利奇；罗西与珍妮丝，2016 Rossi, T.和Jeanes, R.（2016 年）。教育、教育学和体育促进发展：解决很少被问到的问题。体育、教育和社会，21 (4), 483 – 494。https://doi.org/10.1080/13573322.2016.1160373 [Taylor & Francis Online]、[Web of Science®]  、[Google Scholar]。教育、教育学和体育促进发展：解决很少被问到的问题。体育、教育和社会，21(4), 483–494。https://doi.org/10.1080/13573322.2016.1160373）。然而，该领域的政策、实践和研究多少忽视了残疾和残疾人的社会包容。本文考虑了一项调查基于体育的教育计划Playdagogy的研究结果，该计划旨在与儿童/青少年一起使用，旨在：(1) 提高对残疾的认识，(2) 促进对残疾人的积极态度和 (3)促进包容。Playdagogy专注于通过“包容性”的体育游戏促进对残疾和包容性的理解，反映了对批评青少年体育中“正常化”和排斥性概念和实践的必要性的认识（Fitzgerald，2009 菲茨杰拉德，H.（编辑）。（2009 年）。残疾和青少年运动。劳特利奇。[交叉引用]  ，[谷歌学术]。残疾和青少年运动。劳特利奇）。虽然在包容性教育的背景下概念化“反残障”或“反残障”教学法已经取得了进展（Beckett，2015 年。反压迫教学法和残障：可能性和挑战。斯堪的纳维亚残障研究杂志，17（1 ), 76–94. https://doi.org/10.1080/15017419.2013.835278)，将其追溯到相关课程或教学/学习策略的速度很慢（Symeonidou & Loizou,2018 Symeonidou, S.和Loizou, E.（2018 年）。残疾研究作为设计残疾意识计划的框架：不需要“魔法”来促进儿童的理解。残疾与社会，33 (8), 1234 – 1258。https://doi.org/10.1080/09687599.2018.1488677 [Taylor & Francis Online]、[Web of Science®]  、[Google Scholar]。残疾研究作为设计残疾意识计划的框架：不需要“魔法”来促进儿童的理解。残疾与社会，33（8），1234-1258。https://doi.org/10.1080/09687599.2018.1488677）。游戏教学法可以看作是一种将教学法转化为实践的尝试。采用混合方法来获取参与Playdagogy计划的计划工作人员、教育工作者和学生（6-12 岁）的经验。调查结果从所有利益相关者的角度突出了与提供和开展Playdagogy活动的经验相关的关键问题。承认教育信息在这些体育促进发展计划中通常是固有的但不是明确的（Rossi & Jeanes, 2016 Rossi, T.和Jeanes, R.（2016 年）。教育、教育学和体育促进发展：解决很少被问到的问题。体育、教育和社会，21 (4), 483 – 494。https://doi.org/10.1080/13573322.2016.1160373 [Taylor & Francis Online]、[Web of Science®]  、[Google Scholar]。教育、教育学和体育促进发展：解决很少被问到的问题。体育、教育和社会，21(4), 483–494。https://doi.org/10.1080/13573322.2016.1160373），我们呼吁更仔细地检查教育过程和此类举措的影响，并检查包容/残疾焦点在未来 SfD 工作中的位置。