Forbidden to stand aims to provide a comprehensive account of how participation in sitting volleyball (SV) has impacted upon the lives of players with impairments. To achieve this aim, this study uses capabilities approach, a theoretical and methodological framework unexplored in sport contexts but widely appraised in political philosophy as one of the most comprehensive approaches to well-being and quality of life. One of the implications of the use of capabilities approach was the compulsory need to pay attention not only to personal capabilities per se, but also to the contextual elements of the individuals experience in SV. As such, whilst identifying, describing and assessing the main personal capabilities in which participation in SV had a significant impact, the present study presents simultaneously an anthropological account of the SV field in the United Kingdom (UK) as it developed. In connecting capabilities approach and disability sport for the first time, this study contributes to our understanding of the impact of sport on the whole lives of people and to the development of a holistic tool to measure personal development, helping to address an acknowledged omission of such instruments in the academic field of adapted physical activity. In order to respect the pluralism and complexity of capabilities approach, an ethnographic methodological design was used due to its flexibility in combining a plurality of theoretical insights; data sources and perspectives. During the study the researcher performed different roles within the SV community facilitating empirical data collection using the ethnographic tool kit. A key development in this process was the definition of an analytical thematic framework which directed the extensive analysis of the whole data set. A set of ten relevant capabilities were then identified as the most relevant for SV players with impairments, and SV impact on those capabilities described. This study reveals that while the potential to enact and promote capabilities is present in SV context in the UK, it is very dependent upon influential factors operating at a personal, cultural and environmental levels. At a personal level, the enjoyment and expansion of capabilities in players with impairments was very much influenced by the possession of substantial financial resources and previous sporting capital; thus the players who have expanded their capabilities the most were individuals who already possessed a good level of capabilities enjoyment. At the cultural level, while SV field detains important qualities to promote capabilities enjoyment such as an equalisation of the social worth between people with and without impairments, these were often overridden by the political and cultural dominance of an able-bodied volleyball ethos. At an environmental level, the overdependence of Volleyball institutions from the funding allocated by national sport agencies such as UK Sport, as well as the incipient development of SV grassroots stream clearly placed SV in a vulnerable position in relation to external political forces. The most important outcomes of the present study is the identification of life dimensions that are significantly affected by participation in SV as well as the identification of the most important factors mediating such impact. Beyond the fields of disability sport and adapted physical activity, a theoretical/methodological symbiotic relation between capabilities approach and social sciences of sport would encourage those involved in sport to refocus their mission on people and human development instead of on economic and institutional benefits.

Made available in DSpace on 2016-06-02T19:44:09Z (GMT). No. of bitstreams: 1 3749.pdf: 6287767 bytes, checksum: a1ea0845ea413ac10d1e73e84b57c2c9 (MD5) Previous issue date: 2011-06-27 / Sport is one of the most developed contents in physical education classes in schools; nevertheless, it doesn‟t get the necessary pedagogical treatment for its better use as an educational instrument. In order to be truly democratic, it has to be adapted to the students needs and possibilities. Volleyball as a team sport creates confrontational and cooperative situations that can be done in a pedagogical way by the teacher. With the same objective and dynamics, the adapted sport Sitting Volleyball is able to facilitate positive actions in interpersonal relations, in which the possibility of success during school sports development may be more evident among students with and without physical disabilities. The present study aimed to systematize, put into practice and analyze a teaching program conceived to teach sitting volleyball to students with physical disabilities through games played in a sitting position, as a strategy to sensitize people to include physically disabled students in physical education classes at elementary school. From a pedagogical focus, the development of this study was supported by quantitative approach theoretical references and it is configured as a case study. The study was conducted in public schools of a medium-sized country town of São Paulo state. There were 120 participants from the fifth and sixth grades at elementary school, from three different groups of physical education classes with at least one physically disabled student included in each group. The instruments used for data collection were: a) observation protocol; b) beginning and ending questionnaire. In every class there was also the Field Notes filling to support the data quantitative analysis. The data collected and analyzed showed that in 98% of the developed activities, the possibilities of interpersonal relationship happened in a positive way among students with and without physical disabilities, promoting joint participation in conditions and possibilities of similar success that aroused concepts and values which enabled the accomplishment of the inclusive work. / O esporte é um dos conteúdos mais desenvolvidos nas aulas de Educação Física Escolar, (EFE) mas, nem por isso, recebe o tratamento pedagógico necessário para o seu melhor aproveitamento como instrumento educacional. Para que seja realmente democrático, precisa ser adaptado às necessidades e possibilidades dos alunos. O voleibol como esporte coletivo apresenta situações de confronto e cooperação durante sua prática, que podem ser trabalhados de forma pedagógica pelo professor. Com a mesma dinâmica e objetivo, o esporte adaptado Voleibol Sentado pode facilitar ações positivas nas relações interpessoais, em que a possibilidade de sucesso durante o desenvolvimento esportivo escolar pode ser mais evidente entre alunos com e sem deficiência. O presente estudo teve como objetivo geral sistematizar, aplicar e analisar um programa de ensino de voleibol sentado para alunos com e sem deficiência física, por meio de jogos desenvolvidos na posição sentada como estratégia de sensibilização para inclusão de pessoas com deficiência física (DF), dentro das aulas de EFE. Sob enfoque pedagógico, este estudo desenvolveu-se apoiado nos referenciais teóricos da abordagem qualitativa e se configura como um estudo de caso. O estudo se desenvolveu em escolas estaduais de uma cidade de porte médio do interior do Estado de São Paulo. Os participantes foram 120 alunos de 5ª e 6ª séries do ensino fundamental, de três turmas de aula de EFE, com a participação de pelo menos um aluno com DF incluído em cada turma. Os instrumentos utilizados para coleta dos dados foram: a) protocolo de observação; b) questionário inicial e final. Em todas as aulas, houve também o preenchimento de Notas de Campo para apoiar a análise qualitativa dos dados. Os dados coletados e analisados mostraram que, em 98% das atividades desenvolvidas, as possibilidades de relação interpessoal aconteceram de forma positiva entre os alunos com e sem deficiência, favorecendo uma participação conjunta em condições de sucesso semelhantes, que despertaram conceitos e valores que viabilizam a realização do trabalho inclusivo.