Coaching Athletes with Intellectual Disabilities: Lessons from Special Olympics World Games

1. Coaching Athletes with Intellectual Disabilities: Lessons from Special Olympics World Games Dowling, S., McConkey, R., Menke, S. Hassan, D. Special Olympics RRCC for Europe-Eurasia

2. Aims of Study • What are athletes’ and coaches’ experiences of preparing for and taking part in the SO World Games? • Novel study – coaches were vital to process yet little known about the variability of their role. • A growing realisation that athletes had ‘outgrown’ the core ethos of SO. They were increasingly focussed on winning but coaches were still wedded to key principles of participation. • Challenge for coaches was preparing athletes according to the ethos of SO or in line with what motivated them – winning. Never considered heretofore. • Is it possible to move to a broadly agreed ‘model of coaching’ ahead of the World Games? • Such inconsistency in message, philosophy and approach that a review of the role and status of coaches is required.

3. Methodology – Longitudinal • Longitudinal Study – data collected at 4 time points over an 18 month period, 15 months leading up to Games and then 3 months post-Games • Four countries – Greece (hosts), India (largest), Costa Rica (highly ranked) and South Africa • 8 Sports – football to table-tennis • Mixed methods – interviews and questionnaires;21 coaches and 56 athletes

4. What athletes told us – disconnect between coaches and athletes.

5. Difference in emphasis • `I would like to improve more [in sport] to make my country proud and make my centre proud because we are the chosen people to represent our country. I want to win football - our tournament’ (Athlete Football) • ‘SO [in our country] was established with the objective of bringing marginalized children to the mainstream. Our priority is overall personal development, and sport is the means to achieve this end. It is a therapy for general wellbeing. To ensure good sporting performance we need to work on endurance, strength and assorted factors. Yet, it is secondary to the task of improving their social and communicating skills’. (Coach Athletics)

6. Key Themes that Emerged from Data for Coaches Deploying an holistic approach to coaching • Adapted Pedagogical approach to training • Coaching beyond competition • Supporting athlete-coach relationship Building athlete identity and development through sport • Developing athlete identity through sport • Sport as a vehicle for athlete and self-development Capturing the big World Games Experience • Positive experiences and motivation in participation • Opportunities afforded through competition

7. Deploying an holistic approach to coaching Adapted Pedagogical approach to training • Aim is the personal and social development of athletes through sport; combining both an holistic and individual approach – individual coaching key Coaching beyond competition • Priority is overall personal development • Sport, in the mind’s of coaches, is secondary • Must demonstrate ‘lateral’ thought and appreciate movement and restrictions upon it. Supporting athlete-coach relationship • Coaches adopt the role of carer, role model, leader, friend and confidant – fosters a healthy relationship

8. Building athlete identity and development through sport Developing athlete identity through sport • Athletes with disabilities have traditionally been subject to disenfranchisement and exclusion from society. • Emphasis has been on limitations – hence the pathway to becoming an ‘athlete’ is more fraught. • Athletes recognized the development of their ‘able’ self Sport as a vehicle for athlete and self-development • Coaches conceptualised sport as a vehicle for preparation of athletes across a range of domains inc. social skills and personal development. • For athletes, though, their focus was on the sport – reflected in the self-created goals of athletes – of the 56 athletes surveyed, the majority focused on winning.

9. Capturing the big World Games Experience Positive experiences and motivation in participation • Relationships formed between athletes, competitors and coaches was a key motivating factor for those dedicating themselves to sport. • Athletes also spoke of ‘making others proud of them’ and the overarching desire to ‘achieve’ Opportunities afforded through competition • Sporting links and skill development • Experience new cultures, independence and personal enhancement

10. World Games: Celebrating Sport

11. Recommendations