Abstract

Despite recent developments, related to adapted physical activity programmes,
much is still needed to enhance the contributions these programmes make
toward rearticulating conceptions of disability (Fitzgerald, 2005). Research often
suggests that negative attitudes concerning individuals living with a disability
have been prevalent from early Egyptian, Greek and Roman civilizations to the
modern day (Arokiasamy et al., 2008). Miller et al., (2004, p.9) found that
‘abusive and oppressive behavior arose from the belief that disabled individuals
are inferior to others’. Considering this, merely the term ‘disability’ has the prefix
of ‘dis’ suggesting a perceived inferior and negative relationship between
disability and ability (Fitzgerald, 2005).
The key aim of this study was to investigate if perceptual changes in secondary
school pupils’ of disability sport could be altered during a Lincolnshire County
Sports Partnership intervention entitled ‘The LSP Wheelchair Basketball Project.’
The intervention utilised a reverse-integration method of delivery, incorporating
wheelchair basketball into pupils PE lessons for a 12-week period. Bourdieu’s
theoretical standpoint was used to provide theoretical foundation for the study
while Chris Shilling’s work (2003) provided context specific, theoretical foundation
to explain potential perceptions of participants prior to the intervention. 97 pupils
aged between 10 and 12 took part in this research. All pupils, regardless of
physical status, took part in the intervention. Non-Participant observations were
made over the 12-week intervention period at one school in the city of Lincoln.
This highlighted key behaviour themes among pupils, which were then discussed
in guided group interviews. Results indicated an evolution of three key
perceptions participants possessed prior to the intervention. Participant
perceptions of disabled individuals changed from sympathy, limiting and
contrived respect (pre-intervention) to perceptions of empathy, commonality and
genuine respect. Furthermore, a comparison group provided evidence that these
changes had occurred solely due to the lived experiences of participants who
encountered the intervention.