Individual and Contextual Correlates of Frequently Involved Special Olympics Athletes

2018 ◽  
Vol 123 (2) ◽  
pp. 164-175 ◽  
Author(s):  
Suzanne Robinson ◽  
Jessica L. Fraser-Thomas ◽  
Robert Balogh ◽  
Yona Lunsky ◽  
Jonathan A. Weiss
Keyword(s):  
Developmental Disabilities ◽  
Behavior Problems ◽  
Adaptive Behavior ◽  
Parental Support ◽  
Sport Participation ◽  
Intellectual And Developmental Disabilities ◽  
Special Olympics ◽  
Factors Associated ◽  
External Supports ◽  
Highly Involved

Abstract It is important to understand factors associated with sport participation for youth with intellectual and developmental disabilities (IDD). With a sample of 414 Special Olympics (SO) athletes, this study examined how frequently involved athletes differ from other youth who are less involved in SO. Results showed that frequently involved athletes are older, have more sport-specific parental support, stronger athlete-coach relationships, and more positive SO experiences than other athletes. These factors were predictive of SO involvement, even after controlling for athlete characteristics, including behavior problems and adaptive behavior. Athletes with IDD have the potential to be highly involved in sports when external supports (i.e., coaches and parents) are strong.

scholarly journals Quality of Participation Experiences in Special Olympics Sports Programs

2021 ◽  
pp. 1-20
Author(s):  
Kelly P. Arbour-Nicitopoulos ◽  
Natasha Bruno ◽  
Krystn Orr ◽  
Roxy O’Rourke ◽  
Virginia Wright ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Sport Participation ◽  
Cross Sectional Study ◽  
Sociodemographic Characteristics ◽  
Intellectual And Developmental Disabilities ◽  
Special Olympics ◽  
Sectional Study ◽  
Cross Sectional ◽  
Sports Programs

This cross-sectional study examined experiential elements facilitating quality sport experiences for youth (ages 12–24 years) in Special Olympics, and the associated influences of sport program and sociodemographic characteristics. A total of 451 athletes involved in the 2019 Special Olympics Youth Games completed a survey assessing elements of quality participation (autonomy, belongingness, challenge, engagement, mastery, and meaning). The t tests investigated whether athletes with intellectual and developmental disabilities rated elements differently across Traditional and Unified Sport programs. Regression analyses explored whether sport program and sociodemographic characteristics were predictors of these elements. Youth reported high mean scores across the elements, with no significant differences between athletes with intellectual and developmental disabilities in Traditional or Unified Sport. Athletes with no reported disability rated higher autonomy than those who reported disability (p = .01). Women tended to report greater engagement in sport than men (p = .07). Findings provide theoretical and practical insights into quality sport participation among youth in Special Olympics.

Behavioral Coaching of Track Athletes With Developmental Disabilities: Evaluation of Sprint Performance During Training and Special Olympics Competition

2013 ◽  
Vol 7 (4) ◽  
pp. 264-274 ◽  
Author(s):  
James K. Luiselli ◽  
Neelima G. Duncan ◽  
Patrick Keary ◽  
Elizabeth Godbold Nelson ◽  
Rebecca E. Parenteau ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Performance Feedback ◽  
Video Modeling ◽  
Positive Reinforcement ◽  
Dependent Measure ◽  
Intellectual And Developmental Disabilities ◽  
Special Olympics ◽  
Baseline Phase ◽  
Research Issues ◽  
Behavioral Coaching

We evaluated several behavioral coaching procedures with two young adults who had intellectual and developmental disabilities and were preparing for a Special Olympics track event. The primary dependent measure was their time running a 100 m sprint. Following a baseline phase, the athletes were coached to improve sprint times through different combinations of goal setting, performance feedback, positive reinforcement, and video modeling. In a sequential design, the average sprint time of both athletes was lower during intervention conditions compared with baseline. Following intervention, they ran faster than their baseline average in competition at a regional Special Olympics event. We discuss intervention and research issues in behavioral coaching of people with intellectual and developmental disabilities.

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