Although coaching has become a popular area for research, little is known about coaches of athletes with a disability (Cregan et al., 2007; DePauw & Gavron, 1991, 2005). The purpose of this study was to explore how disability sport coaches learnt to coach and, more specifically, how they learnt through interactions. Recent disability sport research has revealed that coaches work with their athletes to enhance their learning (Cregan et al., 2007; O’Neill & Richardson, 2008); as such, athletes also participated in this study. Data collection included 20 semi-structured interviews and 14 non-participant observation sessions with five coach-athlete dyads. A thematic analysis was conducted (Braun & Clarke, 2006), which revealed that coaches from various backgrounds commonly learnt through informal learning situations, most frequently through interactions with others. It is suggested that organizations nurture these informal situations and offer more disability-specific nonformal and formal situations to enhance coaches’ learning opportunities.

Although coaching has become a popular area for research, little is known about coaches of athletes with a disability (Cregan et al., 2007; DePauw & Gavron, 1991, 2005). The purpose of this study was to explore how disability sport coaches learnt to coach and, more specifically, how they learnt through interactions. Recent disability sport research has revealed that coaches work with their athletes to enhance their learning (Cregan et al., 2007; O’Neill & Richardson, 2008); as such, athletes also participated in this study. Data collection included 20 semi-structured interviews and 14 non-participant observation sessions with five coach-athlete dyads. A thematic analysis was conducted (Braun & Clarke, 2006), which revealed that coaches from various backgrounds commonly learnt through informal learning situations, most frequently through interactions with others. It is suggested that organizations nurture these informal situations and offer more disability-specific nonformal and formal situations to enhance coaches’ learning opportunities.

The aim of this study was to establish whether there is a policy community for disability sport in England. Whilst structured competitive disability sport may traditionally have been organised and run by charitable bodies, segregated from mainstream non-disabled sport, contemporary policies stress a need for disability sport to be the responsibility of mainstream organisations. However, there is a dearth of literature that considers how disability sport policy has developed, which agencies have been powerful in the organisational network, and the significance of the values of key actors in the policy process and outcome. This study; a) establishes the key characteristics of disability sport policy in England, and b) establishes the interests, resources, power and relationships between organisations involved in disability sport and determines the ideologies of key actors involved in disability sport policy. Data is generated in three phases using an analysis of policy documents, a survey of 162 sports organisations and 21 interviews with key personnel. In Phase I semi-structured interviews with key personnel combined with documentary analysis were used to establish how disability sport emerged and developed. Informed by the data from Phase 1, in Phase 2a survey of governing bodies of sport and disability sport organisations was conducted to establish which national organisations are involved in the policy network, how disability sport policy is formed, the role organisations play and ideologies of key actors. In Phase 3, informed by the data from Phases I and 2 and using interviews and documentary analysis, two case studies were carried out to examine, 1) the formation and role of the English Federation of Disability Sport, and 2) the mainstreaming of disability sport. The analysis of data is informed by theories of disability, a history of disability policy and sports policy, and three prominent theories of policy analysis: Marsha and Rhodes' policy network model, Sabatier's advocacy coalition framework and Kingdon's policy streams approach. (Continues...).

Although coaching has become a popular area for research, little is known about coaches of athletes with a disability (Cregan et al., 2007; DePauw & Gavron, 1991, 2005). The purpose of this study was to explore how disability sport coaches learnt to coach and, more specifically, how they learnt through interactions. Recent disability sport research has revealed that coaches work with their athletes to enhance their learning (Cregan et al., 2007; O’Neill & Richardson, 2008); as such, athletes also participated in this study. Data collection included 20 semi-structured interviews and 14 non-participant observation sessions with five coach-athlete dyads. A thematic analysis was conducted (Braun & Clarke, 2006), which revealed that coaches from various backgrounds commonly learnt through informal learning situations, most frequently through interactions with others. It is suggested that organizations nurture these informal situations and offer more disability-specific nonformal and formal situations to enhance coaches’ learning opportunities.

Although coaching has become a popular area for research, little is known about coaches of athletes with a disability (Cregan et al., 2007; DePauw & Gavron, 1991, 2005). The purpose of this study was to explore how disability sport coaches learnt to coach and, more specifically, how they learnt through interactions. Recent disability sport research has revealed that coaches work with their athletes to enhance their learning (Cregan et al., 2007; O’Neill & Richardson, 2008); as such, athletes also participated in this study. Data collection included 20 semi-structured interviews and 14 non-participant observation sessions with five coach-athlete dyads. A thematic analysis was conducted (Braun & Clarke, 2006), which revealed that coaches from various backgrounds commonly learnt through informal learning situations, most frequently through interactions with others. It is suggested that organizations nurture these informal situations and offer more disability-specific nonformal and formal situations to enhance coaches’ learning opportunities.

Denna studie har skrivits för att skapa en förståelse för vad deltagande i handikappidrott betyder för skapandet av identitet och självbild påverkas hos personer med intellektuellt funktionshinder. Att genom idrott lära sig vem jag är och vad jag kan. Ett ämne som är viktigt att belysa i en samhällsgrupp som ofta känner sig orättvist bedömda av andra. Det är även en samhällsgrupp som är eftersatt inom den kvalitativa forskningen och idrottspedagogiken. För att studera detta användes deltagande observationer och intervjuer. Likheter och olikheter jämfördes i empirin och utifrån det skapades olika teman på resultaten. Resultaten presenterar ett skapande av en gruppidentitet och en individuell identitet hos idrottarna. Ett skapande där olika villkor i idrottsmiljön har betydelse. Villkor som har betydelse för skapandet av en stark identitet och stark självbild men också tvärtom. Studien kan ge en bild av de villkor i idrottsmiljön som bidrar till en svagare identitet och självbild så att det problemet kan lösas inom laget. / This study has been written to create an understanding of what participation in disability sport means for the creating of identity and self-image among people with intellectual disabilities. Through sport learn who I am and what I can. A subject that is important to illustrate in a social group that often feels unfairly judged by others. It`s also a social group that is neglected in qualitative research and sports education. To study this we used participating observation and interviews. Similarities and differences were compared in our empirical data. Based on our findings we created different themes for the results. The results present an establishment of a group identity and individual identity among the athletes. An establishment where the different conditions in the sport environment are significant. Conditions that is important for the creation of a strong identity and a strong self-image, but also the opposite. The study can provide a picture of the conditions in the sport environment that contribute to a weaker identity and self-image so that the problem can be solved within the team.

The purpose of this PhD was to explore the psycho-social health (PSH) and well-being (WB) of Great Britain's (GB) Wheelchair Basketball (WhB) players over time, starting from when they became disabled and culminating in the London 2012 Paralympic Games. The sample comprised 16 players (8 male, 8 female) and 4 coaches. They were interviewed on three occasions - 2 years before, within a year of and a year after London. Observations spanned this period, whilst data was also collected via two visual methods: auto-photography (AP) and timelining. All data was analysed using a thematic analytical approach. First the challenges to PSH and WB of being disabled are discussed, with the diversity of experience highlighted. Secondly in exploring the role of spinal units and story-tellers in initiating players into sport, a lottery which risked their PSH and WB is exposed. Whilst copious benefits of recreational disability sport are described, being a GB WhB player is revealed as an extreme health rollercoaster. Just as being a Paralympian offers perks and privileges, so too does it risk players becoming obsessed. Performance and health are shown to be uniquely related and yet not always simultaneously achievable. Finally, from the pride of wearing the jersey and competing at a home Paralympics, to shattered dreams and unfulfilled ambitions, London 2012 is relived. The research concludes that creating a 'Healthy Paralympian' is a challenging task and yet winning formula. Recommendations are made to realise this aim, whilst those which have already been adopted by GB WhB are also shared.

This thesis presents a sociological critique of the concept of legacy as it surrounded the London 2012 Paralympic Games. A sociological approach was adopted to challenge much of the spontaneous sociology that surrounds the ascendancy of legacy within the Olympic and Paralympic space. Legacy, disability and the Paralympic Games are the predominant structures of the research problem. The literature review attempts to present a sociology of the sociological approaches in these fields. Underpinning the research design is Bourdieu et al. s (1991) epistemological hierarchy which consists of and proceeds from the break , the construction of a conceptual framework to the empirical design. This hierarchy contributed to the repositioning of legacy from the pursuit of cause and effect, or rather away from the pursuit of legitimacy and illegitimacy, of London 2012 to a study of the proposed and imposed causes and effects, legitimations and illegitimations of it. Aligned to this repositioning is the primary collection of data through interviews with five different institutional fields: government, media, corporate sponsors, disability sport and disability institutions. The research findings present a positional analysis of the inter- and intra-relations of these respective fields. In the discussion key symbolic struggles and issues are presented for each field with particular attention given to the development of the positive leaning and legitimising best ever Paralympic narrative and to the commercial and political legitimacy of the London 2012 Paralympic Games. It is concluded that legacy is ultimately a symbolic struggle of different visions of respective agents and institutions that are unable to achieve these absolute visions or ends.