New research highlights a clear need to engage disabled people in sport and physical activity at a young age.
Active Beyond Education? was commissioned by six of the UK’s National Disability Sports Organisations - British Blind Sport, Cerebral Palsy Sport, Dwarf Sports Association UK, LimbPower, UK Deaf Sport and WheelPower, in partnership with the English Federation of Disability Sport and supported by Sport England’s Inclusive Sport Fund.
The research explores young disabled people’s experiences of sport and physical activity, during their transition from education to adulthood. Key findings include why disabled people do and do not engage in sport and physical activity as they move on from education. Internal factors (such as individual physical and psychological capability) and external factors (like access to opportunities) play a key role in influencing future participation.
The report highlights:
- Young disabled people can struggle to take part in sport and physical activity due to a deterioration or change in their physical condition.
- Young disabled people often lack ‘life skills’ such as confidence, independence and resilience. These skills can be crucial in enabling them to seek physical activity opportunities outside of the school environment.
- Participation in sport and physical activity is dependent the available opportunities meeting a young disabled person’s motivations to take part. These motivations can often change during the transition from education to adulthood.
- A number of key external factors impact a young disabled person’s opportunity to engage in sport during the transition period. These include access to sport inside and outside of school, support received from family and friends, availability of adaptive support, equipment and other resources.
One of the biggest declines in sports participation of disabled people occurs around the time they leave education, between the ages of 16 and 25 (Sport England Active People Survey 8, 2014).
As well as understanding the reasons why disabled people do and do not participate in sport during this period, the report also outlines some specific recommendations for educators, healthcare professionals and sport providers. These note some of the ways in which they can provide better opportunities, to maintain activity levels of young disabled people after they leave education:
- Healthcare professionals (e.g. physiotherapists) should be encouraged and guided to recommend suitable sport and leisure activities to young disabled people.
- Training and guidance for educators should include advice on how to enable young disabled people to better engage in PE lessons. Such guidance should include strategies for developing young disabled people’s ‘life skills’.
- Providers should reach out and engage young disabled people in sport and physical activity earlier. Either while they are still in education or in settings where they feel comfortable.
- Greater access for individuals and providers to bid for funds to support sport and physical activity participation of young disabled people during the transition from education to adulthood.