‘Everyone gets a kick’: coach characteristics and approaches to inclusion in an Australian Rules Football program for children

May, Tamara, Sivaratnam, Carmel, Williams, Katrina, McGillivray, Jane, Whitehouse, Andrew and Rinehart, Nicole 2019, ‘Everyone gets a kick’: coach characteristics and approaches to inclusion in an Australian Rules Football program for children, International journal of sports science and coaching, vol. 14, no. 5, pp. 607-616, doi: 10.1177/1747954119870294.

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Title ‘Everyone gets a kick’: coach characteristics and approaches to inclusion in an Australian Rules Football program for children
Author(s) May, TamaraORCID iD for May, Tamara orcid.org/0000-0001-8705-4180
Sivaratnam, CarmelORCID iD for Sivaratnam, Carmel orcid.org/0000-0002-0841-1344
Williams, Katrina
McGillivray, JaneORCID iD for McGillivray, Jane orcid.org/0000-0003-2000-6488
Whitehouse, Andrew
Rinehart, NicoleORCID iD for Rinehart, Nicole orcid.org/0000-0001-6109-3958
Journal name International journal of sports science and coaching
Volume number 14
Issue number 5
Start page 607
End page 616
Total pages 10
Publisher Sage Publication
Place of publication London, Eng.
Publication date 2019
ISSN 1747-9541
Keyword(s) Social Sciences
Hospitality, Leisure, Sport & Tourism
Psychology, Applied
Social Sciences - Other Topics
Australian rules
Summary © The Author(s) 2019. This study aimed to understand coaches’ approaches to including children with disabilities in a community-based Australian rules football program for children. Football coaches for the program, called Auskick, completed an online survey providing qualitative and quantitative information about their experiences of inclusive coaching. Coaches (N = 130) completed the survey over 2016/2017. The average years of coaching experience was 3.3 (range 0–19 years). While 79% of coaches had experienced a child with a disability attending their football centre, only 31% of coaches (56% of paid coaches and 27% of volunteer coaches) had completed disability training. Autism, attention deficit hyperactivity disorder and intellectual disability were the most common types of developmental disabilities, and asthma, vision and hearing problems were the most common physical disabilities of children attending the coaches’ centres. Eighty-nine coaches provided examples of inclusive approaches. The most common was having an inclusive attitude, asking the parents for help, making adaptations to suit the child, giving extra time, getting additional help and staff training. Community football coaches frequently work with children who have a broad range of developmental and physical disabilities. Coach disability training is needed to support children with disabilities attending these types of sporting programs in the community.
Language eng
DOI 10.1177/1747954119870294
Indigenous content off
Field of Research 11 Medical and Health Sciences
17 Psychology and Cognitive Sciences
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2019, The Author(s)
Persistent URL http://hdl.handle.net/10536/DRO/DU:30130021

Document type: Journal Article
Collections: Faculty of Health
School of Psychology
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