Community active living programmes 8. 2.

Author: Zsuzsanna Kovács

Keywords: Individualized conditions, types and advice of team/community sport

It’s better to sport in a community!

Community sport goes beyond what exercising means in order to preserve one’s health. Exercising in a team, or even together at the same space creates a community: it helps you to make new relationships, it strongly motivates you, it inspires you and it fills you up emotionally. It strengthens the social network around the people, it motivates for playing, it inspires, and participants thereby can reach a “flow”-experience.

If we do sports in a team, then the good participation of the team depends on the cooperation of the individuals. It is a common interest of every team member; let it be either an occasional leisure community, or a permanent one, not to speak about athletes involved in top-level sport, to be part of the game and of a potentially winning match. For this, it is necessary to have the skill of cooperative behaviour, the altruistic cooperation built on realistic self-knowledge, the humility and the effort towards the common aim. The feeling of group identity and belonging together, which provides security, can be established based on these values. (Rétsági, 2015)

In the publication entitled White Paper on sport (2007:7), made by the Committee of European Communities, we can read that belonging to a team, the fair competition, keeping the rules, respecting others, solidarity, principles of discipline all foster active citizenship, social integration, and they discourage from crime.

Photo: Zsuzsanna Antal, Gymstick-Nordic walking, Human Profess, Szombathely, 2017

Photo: Zsuzsanna Antal, Gymstick-Nordic walking, Human Profess, Szombathely, 2017

Factors influencing the participation of people with disabilities in community sport

  • Personality (how motivated a person is, attitude, determination – impressionability)
  • The character and degree of impairment (physical and intellectual condition, access to the establishment and to the scene)
  • Living conditions, financial situation (travel expenses, purchase of equipment’s, activity that can be performed in parallel with learning or work)
  • Access to the establishment, its facilities and degree of accessibility with wheelchair, (Zsuzsanna Kovács, own experience)

The trainer has to be aware of the following things:

For what reason does the individual choose the sport?

  1. external pressure: it was recommended by a doctor or the person was persuaded by family, friends and acquaintances
  2. own decision

What is the primary goal of doing sports?

  1. to gain community experiences
  2. preserving or developing health/physical condition/appearance
  3. proof, self-realisation, competing

What kind of ideas does the individual have on their own sport facilities?

  1. has no idea
  2. has an idea at large, but it is not realistic
  3. has a realistic idea at large
  4. has a concrete idea, but is not realizable
  5. has a concrete, realistic idea

To what extent can the individual be influenced or guided? What is their attitude? What is their habitus like?

  1. does not accept help either from helpers or volunteers
  2. accepts help from helpers and volunteers
  3. does not accept either instructions or advice
  4. carries out instructions, but does not accept advice
  5. is a pessimistic or optimistic person
  6. is an introvert or extrovert person
  7. is an unmotivated or persuadable or suitably motivated person
  8. is a person who easily runs away from problems or is a persistent one

What are the individual’s living conditions like? What about their financial situation?

  • is it or is it not a problem for the individual and for their relatives to ensure the conditions of doing sports?

What are the most important criteria, symptoms and consequences of the individual’s disease?

Zsuzsanna Kovács, own experience

As a trainer what can I do with knowledge of the above mentioned things?

Based on the cause, the aim, the personality, on the individual’s idea and disease, it has to be decided whether I am able to choose the right type of sport, the suitable training method and the appropriate motivational tools thus, the strategy either individually or with assistance.

Educational methods: Typical methodical procedures

  • Verbal methodical procedure: explanation, instruction, word of command, exhortation, stimulation, encouragement Take the individual’s age, preliminary training and disease into consideration. There is a great emphasis on employing explanation, exhortation, stimulation and encouragement.
  • Visual methodical procedure: direct and indirect demonstration. The basic criterion of direct demonstration is exemplariness and faultlessness. Therefore, demonstration performed by the trainer seems to be more effective. However, it is possible that a greater stimulating effect can be achieved if demonstration is done by an experienced fellow sufferer. The tools of direct demonstration are: drawings on board, magnetic board, pictures, videos, common match, visiting competitions.The greatest motivating power is embodied by the two latter tools.
  • Practical methodical procedure: providing and ensuring assistance, and exercising. In case of assistance, if it is not provided by the trainer, but it is given by a volunteer, it is important that expertise of a certain degree is necessary in this case too, and they also have to know the trainer’s and the individual’s all vibration.

Assistance shall only be provided if the individual needs it. However, assistance should be continuously guaranteed.

Exercising: Depending on the aim of doing sports and on the individual’s disease, either the quality or the quantity is a priority.

If necessary, I have to decide, to whom I turn for help.

For example: The individual’s family, friends, or a doctor, a physiotherapist, a masseur, (sport) psychologist, a social expert.

If it is required by the living conditions and the financial situation, we have to try to create an optimal condition more carefully than usual, either by ensuring accessibility with wheelchair or providing ideal training time and occasion or simply by providing the available information. (Zsuzsanna Kovács, own experience)

Team sport and community sport

The good participation of a team depends on the cooperation of the individuals constituting the team. It is a common interest of every team member regarding either occasional or permanent leisure communities, not to mention participants of high-performance sports and first-class sports, that they should be participants of games involving experience and possibly of a winning match. For this, the skill of cooperative behaviour, the altruistic cooperation based on realistic self-knowledge, humility, and effort toward a common aim are essential. Team identity and belonging together which gives the feeling of security may develop based on these values. (Rétsági, 2015)

In the publication entitled White Paper on Sport (2007:7) made by the Commission of the European Communities, we can read that belonging to a team, fair competition, following the rules, respecting others, solidarity, principles of discipline all promote active citizenship, social integration and discourage from crimes.

Photo: Zsuzsanna Antal, Nordic walking training, Human Profess, Szombathely, 2017

Photo: Zsuzsanna Antal, Nordic walking training, Human Profess, Szombathely, 2017

Proposals of the White Paper (2007:7) aim at the improvement of the situation:

"The Commission furthermore encourages Member States and sport organisations to adapt sport infrastructure to take into account the needs of people with disabilities. Member States and local authorities should ensure that sport venues and accommodations are accessible for people with disabilities. Specific criteria should be adopted for ensuring equal access to sport for all pupils, and specifically for children with disabilities. Training of monitors, volunteers and host staff of clubs and organisations for the purpose of welcoming people with disabilities will be promoted. In its consultations with sport stakeholders, the Commission takes special care to maintain a dialogue with representatives of sportspeople with disabilities."

Photo: Zsuzsanna Antal, Netball training, Human Profess, Szombathely, 2018

Photo: Zsuzsanna Antal, Netball training, Human Profess, Szombathely, 2018

References

Bíróné Nagy, E. (2011): Sportpedagógia. Dialóg Campus Kiadó.

Commission of the European Communities: White Paper on Sport Retrieved from: https://eur-lex.europa.eu/lega... (2018. 07 23.)

Kristonné dr. Bakos, M.: Testneveléstanítás és módszertan. Retrieved from: http://uni-eszterhazy.hu/publi... (2018. 07 23.)

Rétsági, E. (2015): Sport szerepe a szocializációban és a pedagógiában. In Laczkó, T. – Rétsági, E. (Eds.), A sport társadalmi aspektusai. (pp.51-61).

Pécs: Pécsi Tudományegyetem Egészségtudományi Kar.

Vincze, T.: A testnevelés tanítása. Retrieved from: https://uni-eszterhazy.hu/publ... (2018. 07 23.)