The term disability sports has been actually defined as sports “designed for, or specifically practiced, by people with disabilities. People with disabilities are also referred to as athletes with disabilities” (International Platform on Sport & Development, 2009, p. 8). Accordingly, people with disabilities are those who are identified to possess “long term physical, mental, intellectual or sensory impairments, which, in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others” (International Platform on Sport & Development, 2009, p. 8). Game modification could include using specifically designed equipment; as well as tailoring the games and activities according to the skills sets of students, their academic levels, and enthusiasm for the particular sport or physical activity. The benefit of this option is that it provides opportunities for disabled students to participate, learn more, and enjoy playing the sports through using especially designed equipment, and even rules which could simply be modified or adapted to their diverse needs. Through participating, the vast advantages noted from delving into sports and physical activities, such as socialization, sportsmanship, development of leadership and teamwork skills, as well as enabling the students to design strategies for winning are thereby realized. Integrating disability sports within the GPE curriculum would focus on the development of diverse skills. As such, educators would be incorporate designing or even modifying the curriculum to develop complementary skills; as well as address affective, psychomotor, and cognitive domains. This would necessiate a review of various...
This paper approves that school administrators and policymakers who genuinely think of the diversity in academic requirements of students from benefitting from a physical education class would recognize that by incorporating disability sports, all students – whether disabled or not - would benefit in the process. As emphasized, “both parents and teachers have always conceded that individuals with disabilities who participate in sports activities are less depressed, perform better academically, are more stable in behavior as well as in their overall social interactions”. Likewise, on the part of the students without disabilities, by being provided with formal education on disability sports, they would be exposed on the crucial concerns and issues facing disabled; yet, sports inclined, students.
This essay makes a conclusion that the current discourse has effectively achieved two-fold objectives, to wit: to explain the main developments within the realm of implementing integrating disability sports within the physical education curriculum; and supporting the arguments and contentions through studies and researches written by other authoritative authors on the subject. Overall, disability sports should be incorported in the GPE curriculum to realize significant benefits for all students alike: those without disabilities and those who are disabled. The instrumental advantages of encouraging students to develop genuine enthusiasm in sports and physical activites would contribute to their overall wellbeing and improved health condition throughout their lifetime.