No Accidental Champions

7/31/2019 No Accidental Champions

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Lg- AhL DLpFor Athletes with DisAbilities

2nd EDITION

A SuppEENT TO CANADIAN SpOT O


2/34 curtesy f Disabled Skiers Assciatin f Britis Clumbia


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contentstable of

1. ltAD For Athletes with DisAbilities 5

2. the CAnADiAn ltAD MoDel 8

3. seven MAin stAges oF ltAD 9

4. two More stAges: AwAreness AnD First ContACt 10

5. the 10 Key FACtors inFluenCing ltAD For Athletes with DisAbilities 13

6. ADDitionAl ConsiDerAtions 19

7. ChAnges to the systeM 20CoACh EDCAo 21CoPEo FoAS 22FD, ACCESS, EqPE, AD FACES 24A AD CoPEo PAES 25SPo SCECE 26oFFCAS SPPo 27AhEES SPPo 27AE DEvEoPE 28

8. next steps 29

9. to leArn More 30

10. ACKnowleDgeMents 32

11. reFerenCes 32


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: Bent Pelsse | Curtesy f Canadian Paralympic Cmmittee

Da td, Swimmi

Beijing 2008


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promoting Health

prmte ptimum ealt and uality f life, it is criticaltat all Canadians, wit r witut a disability, fully engagein pysical actiity. n ligt f dcumented declines inpysical actiity and increasing rates f besity, depressin,and related ealt issues bt natinally and glbally,CS4 and AD full te need t prmte te well-beingf all Canadians trug pysical actiity and sprt. CS4and AD als supprt te nited atins Cnentin nte igts f Persns wit Disabilities, wic stipulatesgernments will prmte sprt and recreatinal actiity

fr persns wit disabilities.

rug AD, Canadians wit a disability migt train taciee excellence in ig perfrmance sprt, r teymigt cse t pursue te many benets tat cme witbeing actie in pysical actiity. e purpse f AD is tsupprt eac persns aims by priding a suitable andrecgnizable patway fr tem t engage in actiity andpursue teir gals using lgical guidelines fr training,cmpetitin, and recery.

2 UN Convention on the Rights of Persons with Disabilities (Article 30).

& Excellence

Jd ba, Para Triathlete

and 2010 Paralympian, Cross-Country Sk

Apprximately 14% f Canadians ae a sensry, intellectual r pysical disability, andsme f tese persns may ae mre tan ne disability. n Accda Cam

describes sme f te pprtunities and callenges tat face persns wit permanent disabilities in pursuing sprtand pysical actiity, and w te Canadian sprt system can best accmmdate teir needs fr increased actiity andgreater acieement trug ng-erm Atlete Deelpment (AD). t all indiiduals wit disability will pursuecmpetitin; weer, tis suld nt exclude tem frm pprtunities t learn sprt skills and becme actie fr life.

egardless f teir cmpetitie r recreatinal aims, atletes wit disabilities are rst and fremst atletes. Fr tisreasn almst all f te principles beind Canadas AD mdel fr able-bdied atletes are applicable t atletes witdisabilities. f yu ae nt already read te resurce paper Canadian Sprt fr ife (CS4) and becme familiarized witte able-bdied AD mdel, yu may wis t read it rst. Accidental Campins builds upn tis dcument and

addresses additinal r uniue factrs tat need t be cnsidered by atletes, caces, parents, administratrs, andealt prfessinals in te deliery f sprt and pysical actiity specically fr atletes wit disabilities.

1 Statistics Canada. Participation and Activity Limitation Survey 006: Tables. Ottawa: Statistics Canada, 007

(Cat. No. 89-68-XIE - No. 003).

TADor Athletes ith Disabilities


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la wcf,

Alpine SkiVancouver 2010

Oortnities for Athletes ith Disabilities

n te curse f recent decades, a ast array f sprts and pysical actiities traditinally aailable nly t able-bdied atletes aebecme accessible t persns wit disabilities at bt te recreatinal and cmpetitie leels (see panel belw). Sme indiidualsmay ae been brn wit a cngenital disability, wile ters may ae acuired teir disabilities later in life. egardless f terigin f teir ability r disability, Canadians w pursue sprt and pysical actiity desere t ae a patway t elp temaciee teir gals, weter tey pursue excellence and ig perfrmance r simply aim t be actie fr life.

Drivers for Change

Canada as been recgnized fr acieing utstanding success in Paralympic sprt, Special olympics, Deaympics, and tersprts fr atletes wit disabilities, but tere are cncerns tat systemic factrs cntinue t limit access t sprt and pysicalactiity fr persns wit disabilities.ere are als cncerns tat Canadaspl f ig-perfrmance atletes isnt being replenised as ur currentatletes age. By creating an ADpatway fr atletes wit disabilities,we can elp t ensure te itality

f sprt and actiity fr allCanadians wit disabilities.

HIH pEOANCE COpETITIONS

O ATHETES wITH DISAIITIES

e Pa ralymp ic ames pr id e cmp etit inpprtunities fr atletes wit pysical disabilitiesand isual impairment, wile te Special olympicsames seres a brad spectrum f persns wit anintellectual disability and te Deaflympics pridecmpetitin fr persns w are deaf. (Sme eentsfr atletes wit intellectual disabilities are beingreintrduced at te 2012 Paralympic Summer ames.)

e Paralympic ames are eld immediately fllwingte olympic ames, and tere are als reginalParapan American ames. e Paralympic Summerames include arcery, atletics, bccia, cycling,

euestrian, sccer e- and seen-a-side, galball, jud,pwerlifting, rwing, sailing, sting, swimming, tabletennis, lleyball, weelcair basketball, weelcairfencing, weelcair rugby, weelcair tennis, and in2016, cane and triatln. e Paralympic Winter amesinclude alpine skiing, ice sledge ckey, crss-cuntryskiing, biatln, and weelcair curling. ere are smesprts specic t nly ne disability suc as galballfr atletes w are blind r isually impaired.

e Special olympics Summer ames include atletics,auatics, e-pin and ten-pin bwling, sccer e-a-side,pwerlifting, rytmic gymnastics, and sftball. Winter

ames eents include alpine and crss-cuntry skiing,curling, gure skating, r ckey, snwseing, andspeed skating.

e Summer Deaympics includes atletics, badmintn,basketball, beac lleyball, bwling, rad cycling, sccer,jud, karate, muntain bik ing, rienteering, sting,swimming, table tennis, taekwnd, tennis, lleyball,freestyle wrestling, and rec-man wrestling.e Winter Deaflympics features alpine skiing, crsscuntry skiing, curling, ice ckey, and snwbarding.

: Kein Bgetti-Smit | Curtesy f Canadian Paralympic Cmmittee


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HIH pEOANCE SpOT O ATHETES wITH DISAIITIES

Persns wit disabilities engage in sprt fr te same wide range f reasns as te general ppulatin,and sme f tem aspire t perfrm at te igest leels f internatinal cmpetitin. is is true

regardless f te nature f te disability, and ig perfrmance pprtunities exist fr atletes witmbility, sensry r intellectual disabilities.

Wen yu see a ne-legged ig jumper clear a bar tat e r se can walk under witut stping,r a blind runner winning te 100m in 10.6 secnds, yu knw tat disability sprt is truly ig perfrmance.eacing te pinnacle f ig perfrmance sprt reuires years f ig uality training, gd cmpetitin,great cacing, and, wen necessary, wrld class euipment. p atletes wit disabilities train as lngand as ard as atletes in mainstream sprt, make te same sacrifices, and reuire te same leel fsupprt frm caces, cials, medical teams and sprt scientists.

e Paralympic ames (parallel t te olympic ames), te Deaympics, and a multitude f sprt-specicWrld Campinsips pride pprtunities fr atletes wit any disability, be it pysical, sensry rintellectual. ese cmpetitins sw w far persns wit disabilities ae cme in sprt since tepineering erts t use sprt t impre te lies f injured military persnnel 65 years ag.

0 paamc gam

Cmt: Jn Sims | Curtesy fadian Paralympic Cmmittee

Carrying the Torch

Sprt and pysical actiity fr atletes witdisabilities is rganized by a ariety fnatinal, princial, territrial and lcalgrups. n many cases, a single natinal

sprt rganizatin (So) may be tegerning bdy fr bt te able-bdiedand atletes wit disabilities ariants f neparticular sprt. At te same time, DisabilitySprt organizatins (DSo) may representseeral sprts and actiities in relatin ta particular disability. Fr example, Specialolympics Canada prides prgramming ina ariety f sprts and actiities fr atleteswit an intellectual disability, wile teCanadian Deaf Sprts Assciatin deliersan array f prgramming fr deaf r ardf earing atletes.

Wateer teir aliatin r primary interestgrup, and despite te diersity f needsrepresented by atletes wit sensry,intellectual, and pysical disabilities, Sosand DSos can ensure cntinued andexpanded success in teir prgrammingby cnsidering and incrprating ADprinciples. At te same time, te Canadiansprt system at large can als benefit bySos and DSos saring teir expertisewit eac ter and wit participants and

stakelders, including but nt limited tpersns wit disabilities, parents, caces,administratrs, ealt prfessinals, sprtscientists, and lunteers.


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1

The CanadianTADodelSeeral aims and cnsideratins guide te ng-erm Atlete Deelpment (AD) mdel.

2

3

4

5

6

7

8

9

Physical literacy refers to competency in basic human movements, fundamental motor skills and fundamental sport skills.

AD is based n te pysical, mental, emtinal, scial, and cgnitie deelpment fcildren, adlescents and adults. Eac stage reects a dierent pint in atlete deelpment.

AD ensures pysical literacy upn wic excellence can be built, and builds tat pysicalliteracy in all cildren, frm early cildd t late adlescence, by prmting uality dailypysical actiity in scls and a cmmn apprac t deelping pysical abilities trugcmmunity recreatin and elite sprt prgrams. t als recgnizes te need t inle allCanadians in AD, regardless f ability.

AD ensures tat ptimal training, cmpetitin, and recery prgrams are pridedtrugut an atletes career.

AD prides an ptimal cmpetitin structure fr te arius stages f an atletes deelpment.

AD as an impact n te entire sprt cntinuum, including participants, parents, caces,scls, clubs, cmmunity recreatin prgrams, princial sprt rganizatins (PSos),territrial sprt rganizatins (Sos), natinal sprt rganizatins (Sos), multi-sprt sericerganizatins (Sos), sprt science specialists, municipalities, and seeral gernmentministries and departments at te federal and princial/territrial leels (particularly butnt exclusiely in te prtflis f ealt and educatin).

AD integrates elite sprt, cmmunity sprt and recreatin, sclastic sprt, and pysicaleducatin in scls.

AD is ade in Canada, recgnizing internatinal best practices, researc, and nrmatie data.

AD is cnsistent wit te Canadian Sprt Plicy and reects a cmmitment t cntribute

t te acieement f eac.

AD prmtes a ealty, pysically-literate natin wse citizens participate inlifelng pysical actiity.

curtesy f Special olympics Canada


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As tey mature t adultd, cildren and yut pass trug a series f deelpmental stages tat aect te deelpmentf teir pysical, mental, cgnitie and emtinal capacities tey use t participate in pysical actiity and sprt. is factlds true fr persns wit and witut disabilities, tug te rate and extent f deelpment may ary depending n

te type f disability.

A brief eriew f te seen main stages f AD is presented belw (Figure 1). e rst tree stages, plus te Actiefr ife stage, are intended fr all indiiduals w participate in pysical actiity and represent te prcess fr acuiringbasic pysical literacy and engaging in lifelng pysical actiity fr ealt and enjyment. e full seen stages representa cmplete patway fr atletes w cse t pursue ig perfrmance. w additinal stages are identied fr atleteswit disabilities (see Figure 2).

Figure 1 sws te typical age ranges wen indiiduals w are able-bdied pass trug eac stage. ndiiduals witdisabilities, weter cngenital r acuired, may pass trug tese stages at signicantly dierent ages depending nwen tey rst becme actie r acuire teir disability. ey may als pass trug te stages at astly dierent ratesdepending n te nature f teir disabilities. Fr example, sme indiiduals wit an intellectual disability migt mefrm te earn t rain stage directly t te Actie fr ife stage, r tey migt stay in te earn t rain stage fr manyyears. ndiiduals wit acuired disabilities migt pass trug sme stages mre tan nce rst as a persn witut adisability and later as a persn wit a disability.

F 1: s sa f ltADAthletes with disabilities pass through the same stages as able-bodied athletes presented below, but chronological ages and ratesof progress may dier depending on the type and degree of disability.

ACTIE STATales and

Females 0 6

Learn FUdamental movements

and link tem toeter in lay

uNDAENTAS ales 6 9Females 6 8 Learn all FUdamental movementskills and build overall motor skills

EAN TO TAINales 9 12

Females 8 11Learn overall sort skills

TAIN TO TAINales 12 16

Females 11 15

Build aerobic base, develo seed

and strent, furter develo and

consolidate sortsecic skills

TAIN TO COpETE ales 16 23 +/Females 15 21 +/

timize tness rearation and

sort, individual, and osition

secic skills as well as erformance

TAIN TO wINales 19 +/

Females 18 +/Focus on odium erformances

ACTIE O IE nter at any ae

Smoot transition from an atletes

cometitive career to a lifelon ysical

activity and articiation in sort

Seven

For additional details, please refer to the resource paper Canadian Sport for Life (005).

ain Stages of TAD


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For additional details, please refer to the resource paper Canadian Sport for Life (005).

Atletes wit disabilities reuire tw new AD stages in additin t te seen stages described fr able-bdied atletesin Figure 1. ese stages are Awareness and First Cntact. ey are particularly imprtant fr indiiduals wit an acuireddisability w, prir t injury r illness, may ae ad n cntact wit, and n knwledge f, sprt and pysical actiity frpersns wit a disability. ese additinal stages are swn in Figure 2 belw.

F 2: t Caada s f lf n Accda Cam MdAwareness and First Contact programs are used to informand engage potential athletes at all ages as disabilitiesmay be congenital or acquired.

EXCELLENCE

COMPETITION

Paralympics,

World Championships

World Cups,

International Events

North American Events,

National Championships,

Provincial Games

National,

Provincial

Provincial,

Club

Physical Literacy

First Contact

Awareness

LATE/ACQUIRED

LATE/ACQUIRED

PARTICIPATION

SpECIA OpICS AND INAS

Fr atletes wit an intellectual disability, tere are tw majr internatinal rganizatins Special olympics nternatinal andAS, te nternatinal Federatin fr atletes wit an intellectual disability. Bt make utstanding cntributins, but tey fcusn dierent types f sprt pprtunity fr tse tey sere.

Special olympics is dedicated t enricing te lies f peple wit an intellectual disability trug sprt. t rganizes its wn lcal,natinal and internatinal cmpetitins, including te massie Wrld Summer and Winter ames wic are eld in te year prir tte olympic and Paralympic ames. n 2011 te Wrld ames are being eld in Atens, reece and mre tan 7,000 atletes frmmre tan 180 cuntries will take part.

AS is te rganizatin fr para-atletes wit an intellectual disability, and it is te internatinal sprt rganizatin representingatletes wit an intellectual disability witin te Paralympic mement and te Paralympic ames. Witin te Paralympic ames,AS is fcused n adancing ig perfrmance sprt pprtunities fr atletes wit an intellectual disability.

Tomore stages:Aareness and irst Contact


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irst Contact Stage

e purpse f te First Cntact stage is t ensure persns wit disabilities ae a psitie rst experience f an actiityand remain engaged. Accrdingly, rganizatins need t train caces and deelp prgrams tat pride suitablerientatin fr prspectie atletes wit disabilities, elping tem t feel cndent and cmfrtable in teir surrundings,and welcme amng peers and training persnnel.

iving ack

At te end f teir careers, atletes wit disabilities w retire frm cmpetitin suld be encuraged t remain inledin te sprt as caces, prgram lunteers, fundraisers, mentrs, r cials. rug teir experiences in sprt and pysicalactiity fr atletes wit disabilities, tey can act as rle mdels w pride a wealt f infrmatin, expertise andguidance t upcming atletes.

Aareness Stage

opprtunities fr persns wit disabilities t participate in sprt and pysical actiity are nt always well knwn t tegeneral public. e purpse f te Awareness stage is t infrm te general public and prspectie atletes wit disabilitiesf te range f pprtunities aailable. tis end, sprt and recreatin rganizatins need t deelp awareness plans

t make teir erings and resurces knwn.

n te case f indiiduals w acuire a disability, te perid fllwing acuisitin f a disability is generally ne f greatcange and transitin. Sme f teir preius pysical actiities may n lnger be pen t tem in te same frm, and teymay nt be aware f te many sprting and pysical actiities tat are aailable t persns wit disabilities. Awareness plansand eectie cmmunicatin can elp t ease tis transitin; tese plans can als fster awareness amng parents andpeple w wrk wit persns wit disabilities, suc as ealt care prfessinals and teacers.

The Honourable Mary Mc

prepares fo rthe tap o be

Ross MacDonald and Jan

McLachlan on Internatio

Paralympic Day in Vanco


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I have gone through all the same

stages of development as Canadasother elite athletes. From traininghard as a teenager, through learningto compete on the international stage,to standing on the Paralympic podium,my development has taken timeand perseverance.

Chantal Petitclerc

Paralympic Champion

Pt: Bent Pelsse | Curtesy f Canadian Paralympic C


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e AD mdel as presented in Canadian Sprt fr ife is based ncurrent researc in sprt and exercise science tgeter wit bseredbest practices in atlete training and cacing, and te 10 Key Factrsstem frm tis bdy f researc and best practices. hweer, as weapply tese factrs t atletes wit disabilities, we knw tere areextra cnsideratins tat need t be taken int accunt. We alsunderstand tat te science and researc is less deelped fr atleteswit disabilities tan fr able-bdied atletes. n tis ligt, AccidentalCampins suld be seen as an exciting rst step twards inspiringprspectie participants, atletes, caces, parents, cials, lunteers,sprt scientists and administratrs twards understanding sme fte principal callenges fr atletes wit disabilities and recgnizingte pprtunities and resurces aailable t tem. At te same time,it suld be acknwledged tat cntinued researc is needed.

Note: The factors inuencing LTAD for able-bodied athletes can be found in the

resource paper Canadian Sport for Life (005).

1. The 10-ear lee 10-year rule states tat it takes essentially 10,000 urs f traininger 10 years fr an atlete t reac peak perfrmance. Based n teperfrmance recrds f sme atletes wit disabilities, it appears tatte 10-year rule applies eually well t atletes wit certain types fpysical and sensry disabilities as it des t able-bdied atletes.hweer, mre researc is reuired in tis area t see if te 10-yearrule is cnsistent fr all types f disabilities.

t suld als be nted tat nt all atletes cse t pursue eliteperfrmance. An atletes principal mtiatin in pursuing pysical

actiity and sprt may bear n relatin t te pu rsuit f igperfrmance and medals, but fcus instead n alues arund pysicalealt and scial inlement. Cnseuently, te lengt f timereuired fr any atlete t aciee elite perfrmances may aryaccrding t te sprt r actiity and te gals f te indiidual.n te case f atletes wit cngenital r acuired disabilities, it mayals ary accrding t te nature and extent f teir disabilities. n tespecic case f indiiduals w acuire a disability, teir pre-disabilitysprting experience and leel f expertise plays a factr as well.

The 10 Key

actorsInencing TAD for

Athletes ith Disabilities

sfa Mcld rd,

100m, 200m Athletics

Beijing, 2008

t: ike idewd | Curtesy f Canadian Paralympic Cmmittee


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2. The uNdamentals

Weter r nt tey ae a disability, all indiiduals need t acuire Fdamental mement and sprt skills (terwiseknwn as pysical literacy) trug fun and games. deally, tese Fdamental skills are acuired prir t puberty sincete grwt spurt as an impact n skill acuisitin. hweer, due t a ariety f factrs r circumstances, sme persnswit disabilities may nt acuire te Fdamentals and pysical literacy prir t puberty. Eeryne inled in pridingsprt and pysical actiity fr atletes wit disabilities needs t remain aware f tis fact as tey cnsider te design fsprt prgrams and training regimens.

Cildren wit a disability may ae diculty acuiring Fdamental mement and sprt skills fr a ariety f reasns:

Parents ae nt been prided wit infrmatin t encurage tem t enrll teir cildrenin sprt and actiity prgrams tat are fun and safe.

Adapted pysical educatin is nt well deelped in all scl systems.

Sme caces and prgrams d nt welcme cildren wit a disability t teir actiities becausetey lack knwledge abut w t include tem.

t takes creatiity t include a persn wit a disability int a grup actiity were Fdamentalskills are practiced and pysical literacy is deelped.

Disability-specic knwledge r training is nt aailable t te actiity cac r instructr.

e pysical literacy skills needed by cildren wit a disability ary accrding t te nature and extent f teir disabilityand suld include all f te Fdamental skills learned by able-bdied cildren (adapted as reuired). Cildren wita disability may als reuire training and practice in te eectie use f assistie deices r wrking wit training andcmpetitin partners, suc as a sigted guide runner, depending n te nature f teir disability.

ndiiduals w acuire a disability may ae t learn new pysical literacy skills suc as weeling teir weelcair, usinga prstetic limb, r accmmdating a restricted range f mement. Een tug tese indiiduals may be adults, it iscritical tat tey learn te fundamentals f te new mement and sprt skills tat tey will need t participate in a widerange f sprts and recreatinal actiities.

Pt curtesy f Special olympics


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3. Secialization

te best f ur current understanding, disability sprts appear t be late special izatin sprts (see Canadian Sprt frife fr mre discussin f late and early specializatin sprts). Accrdingly, cildren wit cngenital r early-acuiredpysical, intellectual r sensry disabilities suld be expsed t te full range f fundamental skills befre specializing inte sprt f teir cice. Similarly, adults wit an acuired disability suld master teir new fundamental mement skillsbefre specializing in a single sprt.

4. Age actors

Sme cngenital disabilities are knwn t inuence cildd and adlescent deelpment and te timing f puberty;weer, muc mre researc is needed t understand fully teir eect n deelpment. Fr example, cildren witspina bida are knwn t experience puberty earlier tan teir peers, and indiiduals wit intellectual disability tend tenter puberty early but cmplete te prcess later. Because f tese ariatins in te timing f puberty (and terefrete adlescent grwt spurt), tere will likely be ariatins in te ages at wic sensitie perids f trainability ccur.ental and emtinal age can als ary signicantly (see belw).

Altug te timing f puberty may ary, te deelpmental seuence te adlescent ges trug usually des nt.e cnsistent teme is tat caces need t lk beynd te crnlgical age f teir atletes.

5. Trainabilityittle is knwn abut te sensitie perids f ptimum trainability fr indiiduals wit a disability. n te absence finfrmatin t te cntrary, it is suggested tat te ages f ptimum trainability, as swn in Canadian Sprt fr ife,be adjusted based n te bsered age f puberty fr cildren wit a cngenital disability. Weter tere are sensitieperids f trainability during pst-injury reabilitatin needs t be inestigated fr indiiduals wit an acuired disability.

t: Kein Bgetti-Smit | Curtesy f Canadian Paralympic Cmmittee

ba ad r McK,

Cross-Country Ski

Vancouver 2010


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6. physical, ental, Cognitive,

and Emotional Develoment

Sprt can play an imprtant rle in elping indiiduals wit a pysical, intellectual r sensry disability t deelpa psitie self-image and self cndence. Fr tis reasn, sprt prgrams suld cnsider te mental, cgnitie, andemtinal deelpment f atletes wit disabilities in additin t teir pysical deelpment.

Cnsideratin f mental, scial, and emtinal deelpment is particularly imprtant wen wrking wit atletes witintellectual disability. e deelpmental caracteristics and implicatins fr caces (see Canadian Sprt fr ife frmre detail) need t be interpreted in ligt f eac atletes mental and deelpmental age, rater tan crnlgical age.

Wit ADs listic apprac t atlete deelpment, prgrams fr all atletes wit disabilities need t place empasisn etical beaiur, fair play, and caracter building trugut te arius stages as tey wuld fr able-bdiedatletes. n te case f atletes wit an intellectual disability, special cnsideratin must be gien t te atletes abilityt understand and apply tese cncepts.

7. periodization

ere is currently n eidence tat atletes wit disabilities reuire substantially dierent peridizatin plans cmparedt atletes w are able-bdied, s atletes wit disabilities and teir caces may fllw te general recmmendatinsn peridizatin in Canadian Sprt fr ife. hweer, since sme disabilities may reduce functinal muscle mass andaerbic capacity, fatigue in atletes wit disabilities suld be carefully mnitred, and rest and recery peridssuld be adjusted accrdingly.

Pt: ike idewd | Curtesy f Canadian Paralympic C

s Da, Rowing

Beijing 2008


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8. Calendar planning for Cometition

Witin te able-bdied Canadian sprt system, under-training and er-cmpetitin are cmmn, and Canadian Sprtfr ife prides suggested ratis f training t cmpetitin urs at eac AD stage. ere is n eidence t suggest

tat atletes wit disabilities reuire dierent ratis; weer, dierent specic disabilities may reuire dierent traininglumes. (Fr example, and-cyclists may nt sustain as muc lume as cyclists using teir legs.)

Eectie cmpetitin fr atletes wit disabilities needs t be matced t te atletes stage f deelpment. is canbe callenging wen tere are few atletes in a particular sprt r classicatin/diisin witin tat sprt, suc as sprtsand eents fr atletes wit ig supprt needs r female atletes (bt grups ae ften experienced cancellatin feents due t t few cmpetitrs). As a result, creatie slutins need t be deelped t pride suitable cmpetitinpprtunities fr all.

histrically, lcal and internatinal cmpetitin suitable fr te earn t rain and rain t Win stages ae been mrereadily aailable tan cmpetitin suitable fr atletes at te rain t rain and rain t Cmpete stages. Wile prgressas been made in sme areas and sprts in recent years, cmpetitin pprtunities remain uneen depending nte sprts and teir structure. e arius sprt rganizatins tat sere atletes wit disabilities need t cntinue t

address tis gap in te cmpetitin calendar if teir atletes are t ae ptimum deelpment.

9. System Alignment and Integration

CS4 recgnizes te erarcing rle f Canadas sprt system in deelping atletes and prmting lifelng pysicalactiity. is includes deelpment f cmpetitin, cacing, funding, facilities and euipment, training partners, sprtscience, ancillary serices, daily liing supprt, and talent identicatin and deelpment. Accrdingly, AD calls fr aligningte arius cmpnents f te sprt system t supprt atletes wit all degrees f ability and disability in tese areas.

By defining te key stages f atlete deelpment, te AD mdel suggests w arius rganizatins includingCmmunity, Princial/erritrial and atinal Sprt and DSos, gernments, scls, recreatin, ealt care and reabilitatin

rganizatins can ptimize teir cntributins witin te erall sprt system. n particular, armnizatin f F-Pl/lgernment plicies and impred cperatin between able bdied and DSos is essential. Witut sprt systemalignment and apprpriate integratin, ptimum benets fr atletes wit disabilities will nt be acieed.

10. Continos Imrovement

Sprt fr atletes wit disabilities as deelped rapidly in recent decades. ew researc, new euipment, and newtecniues are cnstantly appearing wrldwide, and t put Canadian atletes ut frnt, sprt rganizatins must remainalert t take adantage f new infrmatin. Ealuating new researc and innatins, selecting tse wic will be used,and ten integrating tem int prgrams and serices must be an actie, nging prcess tied t te AD cncept fcntinuus imprement. Fllwing tis cncept, we can ensure tat AD fr atletes wit disabilities:

espnds and reacts in a timely manner t new scientic and sprt-specic data, bseratins, and researc.

Eles cntinuusly t create psitie cange in te sprting, pysical actiity, and pysical educatin liesf indiiduals wit a disability.

Prmtes nging educatin and sensitizatin f Federal, Princial/erritrial, and unicipal gernments,te mass media, and te Canadian sprt system t te needs and expectatins f atletes wit disabilities.

Report of the Minister of States (Sport) Work Group on Sport for Persons with a Disability (July 004).


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pack Ad,

Wheelchair Basketball

Beijing 2008

Pt: Kein Bgetti-Smit | Curtesy f Canadian Paralympic C


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AdditionalConsiderations

ere are many similarities between atletes wit disabilities and able-bdiedatletes. hweer, tere are sme dierences tat aect te AD prcess fr

atletes wit a disability:

Atletes wit disabilities may ae been brn wit a disability (cngenital) r tey may ae acuired a disabilitylater in life. Depending n te rigin, tis can impact te atletes prir and future learning and deelpment.

Cildren wit a cngenital disability may nt ae te same pprtunity t learn basic mement skills because teyd nt always ae te same pprtunities r resurces fr igrus, pysical play during teir early years (te ActieStart stage). is is smetimes due t lng perids f spitalizatin r te lack f suitable pysical educatinprgrams, and it may als be due t parents and caregiers nt receiing sufficient infrmatin t elp temidentify suitable sprt and actiity prgrams.

Cildren wit a sensry-impairment disability (e.g. blindness, deafness) may nd it dicult t learn basic mementskills as tey cannt prcess infrmatin and easily emulate teacers and peers. Dierent appraces t teacingbasic skills may terefre be reuired.

Atletes wit disabilities may perate in a sprt enirnmentin wic tere are participants nt fund in able-bdiedsprt. Sme atletes wit disabilities reuire persnalcare supprt, interpreters, and ter persnnel ntfund in able-bdied sprt. Fr example, runnersw are blind r isually impaired may needsigted guides fr training and cmpetitin,and mst sprts fr atletes wit disabilitiesreuire cials w are ualied t determine

eac atletes classificatin r diisin fcmpetitin t ensure fairness. Failure f tesprt system t deelp tese supprting rleswill ae a lng-term negatie impact n tedeelpment f atletes wit a disability and teircmpetitin experience.

any atletes wit disabilities reuire adaptedeuipment r mdied facilities t take fulladantage f teir atletic ptential and tminimize te barriers t sprt participatintat may be assciated wit teir disability.

Sme cmpetitin mdels may leadt cancellatin f eents, r tinapprpriate cmbinatins fatletes in sme classicatinstat furter limit fair andaluable cmpetitin.

t curtesy f Special olympics Canada


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ChangesTo the System

AD is nt just abut deelping atletes it is abut deelping te sprt and recreatin system in wic Canadiansbecme atletes r acuire te capacities t participate in lifelng actiity. Wit te prper cacing, serices, administratin,and sprt and recreatin prgramming in place, atletes wit disabilities will learn and perfrm teir actiity r sprt inways tat ptimize teir lng-term deelpment. optimal deelpment means ptimal success, weter tat meansacieing medal perfrmances in cmpetitin, r being able t enjy te daily rewards f regular pysical actiity.

Fr atletes wit disabilities, tis means tat sprt and recreatin rganizatins need t answer te needs f atletes witdisabilities at eac stage f deelpment trug apprpriate planning and cnsistent deliery. en pillars f supprtae been identied t ensure atletes wit disabilities reac teir ptimal leel f deelpment:

1. COACHIN

2. COpETITION

3. uNDIN

4. EquIpENT

5. ACIITIES

6. TAININ & COpETITION pATNES

7. SpOT SCIENCE8. OICIAS SuppOT

9. ATHETE SuppOT

10. TAENT DEEOpENT

Pt: Benit Pelsse | Curtesy f Canadian Paralympic C

Am A, Goalball

Athens 2004


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Coach EdcationWen tey engage in pysical actiity and sprt, participantswit a disability need lifelng access t knwledgeable cacesand teacers, particularly if tey are learning a new sprtr actiity. Accrdingly, Sos and DSos need t cntinuedeelping cacing materials witin Canadas atinalCacing Certificatin Prgram t address te ariety fsprting cntexts and actiity streams fr atletes witdisabilities, including intellectual, sensry and pysical disability.

Caces w are unfamiliar wit disabilities freuently lackcndence in teir ability t supprt atletes wit disabilities.ese caces especially need te supprt f te apprpriateSos, DSos, and disability grups t gain te knwledge,skills, tecniues and cndence reuired t wrk eectielywit atletes wit disabilities.

As well, wile sme atletes wit disabilities will be bestsered wit a direct referral t specialized sprt r actiityprgramming fr teir particular disability, it must beremembered tat many persns wit a disability lie inremte areas f Canada wit little r n access t sucspecialized prgrams. Caces in tese remte areasstand at te frnt line in deliering sprt and recreatin

prgramming fr A persns in teir cmmunities, includingtse wit a disability. ese prspectie caces f atleteswit disabilities desere, at te ery least, sme releantcacing materials t elp tem in cacing persnswit a disability.

Caces and teacers w wrk wit participants in te Actie Start, Fdamentals and earn t rain stages suld beersed in sensitizatin tips and tecniues fr intrducing persns wit a disability t sprts and pysical actiity. eymust display psitie attitudes twards persns wit a disability and ae strng instructinal and interactin skills. eymust be able t create a psitie learning enirnment, be aware f dierent learning styles, and adapt euipment, skills,and rules t get indiiduals wit disabilities mre actiely engaged in sprt and actiity.

At te rain t rain and rain t Cmpete stages, caces f atletes wit disabilities need t be specialists in wrkingwit deelping atletes. ey need t pssess strng knwledge f adaptatins f actiities fr skill and pysilgicaldeelpment, as well as knwledge f disability sprt rules and classicatins/diisining. ey must be ready t elpatletes nd sprts were tey are likely t excel, using knwledge f disability caracteristics and sprt-specic tecnicalknwledge t recgnize predminant strengts and aptitudes. n sme cntexts, knwledge f tting te atlete wita disability t sprt-specic euipment is als imprtant.

Caces w train atletes wit disabilities t win in ig perfrmance cntexts reuire knwledge f adanced sprt-specictecnical reuirements and skills. Again, tey als need adanced knwledge f te disability caracteristics related tsprt and w tese interface wit specialized euipment in instances were it is reuired.

See Coaching Athletes with a Disability, published by the Coaching Association of Canada at www.coach.ca.

t curtesy f Disabled Skiers Assciatin f BC

p C, Head Coach,Team BC Para Alpine


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Cometition ormats

Cmpetitin fr atletes wit disabilities suld be based n te lng-term needs f te participants rater tan ntraditinal eent frmats and te needs f rganizers. Atletes need access t cmpetitins were tere are ualiedancillary persnnel suc as cials, classiers, guides fr atletes w are blind r isually impaired, and sign languageinterpreters t make sure tat cmpetitin is etical, fair, apprpriate, and well-rganized. ey als need cmpetitinst be structured t preent te cancellatin f eents r classes/diisins witin eents.

e gegrapical scale f cmpetitin suld als be releant and apprpriate t te AD stage. Fr example, a atinalcampinsip is nt especially practical r useful fr te deelpmental needs f atletes at te earn t rain stage.Strng lcal, reginal, princial, natinal, and internatinal rganizatins are needed fr apprpriate cmpetitins.

ocal CometitionCmpetitin is nt recmmended fr te Actie Start stage; te empasis suld be n fun prgrams tat prmteparticipatin and te acuisitin f basic mement skills as a fundatin fr pysical literacy. n sme instances, dependingn te degree and nature f te disability, te empasis may be simply n basic skill acuisitin and discery fself trug mement.

At te Fdamentals stage, any cmpetitin suld mean fun, lcal eents tat intrduce atletes t a ariety f sprtswit n fcus n results. organizers suld ensure tat tere are enug participants witin a classicatin/diisin tld eents. f tis is nt pssible, sprt rganizatins need t nd creatie ways t ensure tat participants get apprpriateplay tat is suitable fr teir age, skill, and tness leels.

Pt Curtesy f X ame


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egional CometitionAt te earn t rain stage, cmpetitin maystart t include reginal eents. Sprtrganizatins need t ensure an apprpriaterati f training t cmpetitin fr atletes attis stage, and tey suld pride guidance nw t use cmpetitins t supprt and reinfrcetraining gals. ere suld be pprtunities fratletes wit disabilities t sample training andcmpetitin in a ariety f sprts and actiities,s tey can nd tse tey enjy and t wictey are best suited.

provincial CometitionAt te rain t rain stage, princial eents

becme releant t atlete deelpment andmay be added t te cmpetitin scedule.Again, atletes need directin regarding apprpriateratis f training t cmpetitin, and cmpetitinssuld be used t supprt and reinfrce traininggals. Atletes suld still ae te pprtunityt sample training and cmpetitin in a fewdifferent sprts and actiities as tey may stilldiscer tat tey ae greater interest r aptitudein anter area.

National Cometitionatinal cmpetitins suld sere te rain tCmpete stage. (n te case f atletes wit anintellectual disability, tey may als sere teearn t Cmpete stage.) e aim f cmpetingat te atinal leel is t gain prgressie experiencewit greater training lads and increased caliber fcmpetitin. Caces must ensure an apprpriaterati f training t cmpetitin, as well as a selectinf cmpetitins tat t well wit lng-term traininggals, wic likely include te eentual transitint internatinal cmpetitin.

International Cometition

nternatinal cmpetitins t te rain t Cmpeteand rain t Win stage. e gal is pdiumperfrmances and recgnitin at te igest leelpssible. egardless f te type f disability,atletes are training wit te aim f maximizingall f teir perfrmance capacities s tey can winmedals and titles. assist tem, caces andtraining partners must ae specialized expertiseand experience t pride igly indiidualized,ig perfrmance training.

t: Kein Bgetti-Smit | Curtesy f BC ames Sciety


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nding, Access, Eiment, and acilities

AD reuires cnsistent lng-term funding, and tat funding needs t be distributed acrss allstages f te mdel. At dierent stages, te best bang fr te buck cmes frm fcusing n temst critical needs f atletes and participants at tat stage. se needs are described belw.ikewise, te euipment and facility needs f atletes ary acrss te stages, wit access t facilities

and euipment being particularly imprtant at te Actie Start and Fdamentals stages. At te raint Win stage, access t cutting-edge euipment designed t gie Canadian atletes an adantage in internatinalcmpetitin is a key reuirement.

why nding?

Funding is imprtant fr te fllwing reasns:

Fr lcal rganizatins at te First Cntact and Fdamentals stages, elping t delier te range f funactiities tat will encurage yung Canadians wit a disability t try dierent sprts, deelp pysical literacy,and build pysical actiity int teir daily lies.

Fr euipment, training, and cmpetitin as well as affrdable cacing and access t facilities.

During te rain t rain and rain t Cmpete stages, many atletes witdraw frm cmpetitin duet lack f funds and supprtie resurces.

Fr atletic success at te rain t Cmpete and rain t Win stage, were tere is a need fr adeuatecarding f ig-perfrmance and deelpment atletes (i.e. recgnitin under te Atlete Assistance Prgram)t permit tem t cncentrate n training and cmpetitin, and t btain te cacing, cmpetitin,and euipment tey need t take n te wrld and aciee pdium perfrmance.

Fr te Actie fr ife transitin frm ig perfrmance cmpetitie sprt t ealty, lifelng actiity andwidely aailable recreatinal pprtunities, elping atletes wit disabilities t becme inled inter aspects f teir sprt.

sam Da, Alpine Ski

Vancouver 2010

Pt curtesy f Canadian Sprt Cent


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why Access to Eiment and acilities?

Access t euipment and facilities is imprtant fr te fllwing reasns:

Wile all sprt reuires te use f euipment, fr many atletes and participants wit disabilities specializedeuipment makes sprt participatin pssible. Ardable, nd-able euipment, suitable t te needs f atletes and participants in all stages is essential

fr increasing participatin pprtunities and ensuring uality sprt experiences.. nnatie appraces t euipment design and deelpment will elp make sprt fr participants wit

a disability mre ardable, and - fr atletes in rain t Win - supprt and prmte perfrmance. Ardable, accessible facilities allw persns wit a disability t participate in sprt, frm Actie Start

t Actie fr ife. Sceduling and prgramming - including at suitable urs and csts -- at sprt facilities needs t permit

atletes and participants wit disabilities t train and participate in sprt at all stages.Access t facilitiesincludes access fr te uman supprts and euipment needed t participate and train.

Access t facilities includes access fr te uman supprts and euipment needed t participate and train. Access t facilities als means tat atletes and participants wit disabilities can get t and frm te facility

wit teir supprts and euipment, including ia specialized public and priate transprtatin.

Training and Cometition partners

Fr ptimal deelpment, atletes wit disabilities need training and cmpetitin partners. Wile many able-bdiedatletes like t train wit a partner fr additinal encuragement, a training partner may be an abslute necessity andintegral part f te sprt fr sme atletes wit disabilities. Fr example, cyclists w are blind cannt train r racewitut a sigted pilt, wile a bccia atlete wit seere cerebral palsy cannt train witut a partner t retriee balls.

cntinue t impre sprt perfrmance amng atletes wit disabilities, training and cmpetitin partners need t be

eually cmmitted t teir sprt, and tey need t be recgnized as atletes in teir wn rigt. As indiidual atletes witdisabilities impre teir perfrmance, tere may be a need t replace existing (and smetimes lng-time) training andcmpetitin partners wit new partners wse atletic perfrmance can keep pace wit tat f te atlete. Atletes witdisabilities cannt impre if tey seriusly ut-perfrm te partner w is wrking wit tem, and tey suld nt feelbligated t remain wit an able-bdied training and cmpetitin partner if tey feel te partner is lding tem back.

Sprt and pysical actiity rganizatins need t make te recruitment and training f able-bdied cmpetitin andtraining partners an integral part f teir sprt -deelpment strategy. At te same time, caces need t pay mreattentin t ptimizing te ery clse relatinsip needed between atletes wit disabilities and teir able-bdied guides.

Abe all, sprts need t ensure tat te perfrmance f atletes wit disabilities is neer cmprmised by perfrmancelimitatins f guides, pilts, and ter able-bdied training and cmpetitin partners.


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Sort Sciencen keeping wit te AD key factr f Cntinuus mprement, sprt science cancntribute muc t te understanding f training and deelpment fr atleteswit disabilities trug nging researc. ew scientific disceries can affect urunderstanding f w atletes suld train, teir cmpetitin reuirements, pprtunitiesfr increased access t sprt and actiity, tecniues fr enanced perfrmance,and innatins in euipment.

e cntributin f sprt science is needed at eery stage f atlete deelpment.Sprt scientists can make majr cntributins at te Fdamentals and earn t rainstages trug researc in te areas f ptimum acuisitin f skills, establismentf eectie learning enirnments, and te identicatin f actiities and teacingmetds tat enance te learning f Fdamental mement skills. Fr example,in te case f disabilities abut wic currently little is knwn, particular empasisneeds t be placed n finding ut mre abut te early sk ill learning f cildrenr adults wit tese disabilities.

At te earn t rain, rain t rain, and rain t Cmpete stages, sprt science cancntribute trug ptimizatin f perfrmance tecniues. Wit sme types fdisability, tis may include creating a better understanding f te indiidualizatinf te interface between te atlete and teir adaptie and sprting euipment.raining lads can be ref ined based n peridic ealuatins f pysilgical status,and sprt psyclgy prgrams can be deelped accrding t deelpmentalage and cgnitie ability r disability. Attentin suld be gien t adjustment

t disability, particularly in te case f a persn wit an acuired disability.

At te rain t Win stage, atletes wit disabilities need state-f-te-art pysilgical,bimecanical, and psyclgical testing and training prescriptins. Caces need tunderstand and utilize existing sprt science, and sprt scientists need t undertakeriginal researc n sprt perfrmance tecniues, training metds, and euipmentdesign t gie atletes wit disabilities a cmpetitie adantage at te internatinalleel. Wit ariances between dierent disabilities and aects n per frmance, it isften difficult t cmpare acrss disabilities: researcers and caces suld tuscnsider indiidual prgressins trug baseline testing and re-testing prtcls telp create a better understanding f bencmarks in additin t better cacing.

Mak b,

Cycling Individual Time Trial

Beijing 2008

Pt: ike idewd | Curtesy f Canadian Paralympic C


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t: Kein Bgetti-Smit | Curtesy f BC ames Sciety

Ocials Sort

At eac stage f AD, atletes need reliable supprt and directin frm fficials. ese include sprt-specificcials suc as referees, umpires, and tecnical cers, generic sprt cials suc as dping cntrl cials,and cials uniue t sprt fr atletes wit disabilities suc as interpreters and classiers. Atletes wit disabilitiesdesere t wrk wit a wide range f cials wse skills and knwledge are apprpriate t te atletes leel fdeelpment and te leel f cmpetitin in wic tey take part.

n tis regard, systematic plans are needed t deelp fficials witin spr ts fr atletes wit disabilities,including ig-leel fficials. is will ensure tat wen Canadians cmpete at te igest leels, tey willbe familiar wit te rules and teir interpretatin.

Wen wrking wit yung atletes wit disabilities, cials need t balance te atletes learning needs witte exibility t ae fun in a relaxed cmpetitie enirnment. Well-meaning cials may inadertently allw yungatletes t deelp incrrect skills and abits tat are dicult t cange later. Fr example, cials suld nt makelenient calls just because atletes ae a disability.

Athletes Sort

Atletes at all leels reuire access t prfessinals w can pride serices in te area f injury preentin, sprtnutritin, sprt medicine, and reabilitatin. Cunseling serices are als imprtant fr ptimal atlete deelpment,particularly in te areas f educatinal, persnal, and career decisins.

Fr yung peple wit a disability, early identicatin f funct inal abil ities and adaptie tecniues can lead tmre enjyable sprt and recreatin participatin and elp t guide tem int a range f sprts and actiitiesfr wic tey are best suited.

Atletes wit a pysical disability may rely n euipment suc as weelcairs, adapted skis, and prstetic limbs,all f wic need maintenance frm skilled tecnicians. Sprt grups need recruiting and successin plans tensure a cntinual supply f expertise in tis area.


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Daily iving Sort

Wile sme atletes wit disabilities manage teir wn daily liing reuirements, ters may need assistance,

particularly tse wit ig supprt needs. e extent and type f assistance will ary by indiidual and wit testage f deelpment.

At te Actie Start and Fdamentals stages, te mst critical daily liing supprt ften cmes frm parents andcaregiers. ey need t encurage cildren wit a disability and ters w ae acuired a disability t getactie and try a wide ariety f recreatinal and sprting actiities. is will mst ften include elping temt get t and frm sprt and actiity enues, and t elp tem deal wit any barriers tey encunter.

At te earn t rain, rain t rain, and rain t Cmpete stages, ne f te mst imprtant elements f daily liingsupprt is assistance in getting t and frm training sessins and cmpetitin n a regular basis. is prcess issmetimes furter ampered by cst structures at sprt enues tat reuire admissin t be paid bt by teatlete (wic is reasnable) and by te atletes assistant. Sprts need t wrk wit training enues t deelpplicies n accmmdating bt daily liing and training assistants.

At te rain t Win and rain t Cmpete stages, te purpse f daily liing supprt is t allw elite atletes witdisabilities t fcus n teir sprt perfrmance rater tan n te callenges assciated wit trael t and frmtraining and cmpetitin. is is particularly imprtant at internatinal cmpetitins. Sprts need t cnsider wayst reduce te diculties f aing ne indiidual pride daily liing supprt t te atlete wile als acting as tetraining and cmpetitin supprt partner r cac.

Talent Develoment

t all persns wit a disability aim fr ig perfrmance cmpetitin and medals. Fr many atletes, teir gal is

simply t enjy pysical actiity, interact scially, r impre teir uality f ealt. Eac atlete may ae a uniuedenitin f a persnal best. hweer, fr tse atletes w are inclined t pursue cmpetitie acieement,a lgical system f talent deelpment can elp t prpel tem alng te pat t ig perfrmance.

e pl f Canadian ig perfrmance atletes wit disabili ties is relatiely small, and Canada cannt affrdt waste any f tis ptential. As in well-rganized able-bdied sprt, talent deelpment fr atletes witdisabilities begins as indiiduals master Fdamental mement skills and apply tem in a wide ariety fsprt and pysical actiity settings.

is is te basis f pysical literacy. Wile deelping pysical literacy is imprtant fr all cildren, it is especiallycritical fr cildren wit a disability. Pysical literacy prides te fundatin fr lng-term participatin andacieement in sprt and pysical actiity, but it is een mre imprtant t ensuring te future ability f tepersn wit a disability t lie as independently as pssible.

Atletes wit disabilities w are nt prgressing in a particular sprt may be redirected int anter tat is bettersuited t tem. etaining all ptential atletes in te talent pl, and nding te rigt t between eac atlete andteir preferred sprts, will benet bt te sprt and te atlete.

n tis manner, talent deelpment r identificatin takes place as eac persn wit a disability as tepprtunity t learn a wide ariety f sprts and identify te nes tey wis t pursue t te igest leelpssible. n cntrast, te system f talent deelpment suld nt eliminate sprting ptins by prematurelydirecting indiiduals t sprts fr wic tey appear initially best suited by irtue f bdy size and sape,skill ptential, r pysilgical respnse.

Pt: ike idewd | Curtesy f Canadian Paralympic Cmm


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Systematic implementatin f AD is critical if Canada is t retain its internatinal leadersip in cmpetitie sprt fratletes wit disabilities and in priding expanded pprtunities fr atletes wit disabilities w ae all degreesf interest. Sos, bt tse tat integrate atletes wit disabilities and tse tat gern sprts cntested slely byCanadians wit disabilities, need t deelp and maintain detailed plans t implement eectie AD prgrams, asd DSos tat sere a specic disability. uc prgress as been made in deelping AD prgrams in tese areas,but cntinued ert and imprement is needed.

AD fr ig perfrmance success and fr te lng-term ealt f Canadians wit a disability will nt appen by

cance, but nly trug te cncerted and crdinated erts f all partners in te Canadian sprt system.

t a accda cam.

Next Stes

ea C, Athletics

Beijing 2008


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b bd,

Sledge HockeyVancouver 2010

Pt: attew anr | Curtesy f Canadian Paralympic Cmmittee & hckey

Canada as many Sos, Sos and DSos tat are dedicated t deelping and deliering sprt and pysical actiityprgramming t specific disability grups. A few f tese rganizatins are listed belw, and we encurageyu t learn mre by isiting tem nline:

Active iving Alliance for Canadians ith a Disability

www.ala.cae Actie iing Alliance fr Canadians wit a Disability (AACD) prmtes, supprts and enables Canadians witdisabilities t lead actie, ealty lies. AACD prides natinally crdinated leadersip, supprt, encuragement,prmtin and infrmatin tat facilitates ealty, actie liing pprtunities fr Canadians f all abilities acrssall settings and enirnments.

Canadian Amtee Sorts Association

www.canadianamputeesports.cae Canadian Amputee Sprts Assciatin (CASA) ers infrmatin and supprt t amputee and les autres atletes

and ptential atletes n a wide range f atletic and recreatinal actiities, including ckey, glf, pwerlifting andlawn bwling. CASA als prides cmpetitie and tecnical supprt fr atletes in cnjunctin wit existingprincial and natinal sprts assciatins.

Canadian Association of Athletes ith an Intellectal Disability

www.canadianathleteswithintellectualdisability.orgCAAD is respnsible fr facilitating internatinal cmpetitie pprtunities fr atletes wit an intellectual disabilityin pen cmpetitin. A member f te nternatinal Federatin f Sprt fr Persns wit an ntellectual Disability(AS-FD) since 1992, CAAD prides te gateway fr atlete eligibility and licensing leading t Paralympic andnternatinal Paralympic Cmmittee sanctined cmpetitie eents.

Canadian lind Sorts Association

www.canadianblindsports.ca

Canadian Blind Sprts Assciatin (CBSA) is te recgnized So fr te Paralympic Sprt f alball, and adcateswitin te sprt system fr Canadians w are isually impaired r blind.

Canadian Cerebral palsy Sorts Association

www.ccpsa.ca

e Canadian Cerebral Palsy Sprts Assciatin (CCPSA) is an atlete-fcused natinal rganizatin administeringand gerning sprt pprtunities targeted t atletes wit CP and related disabilities.

oreTo earn


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Canadian Deaf Sorts Association

www.assc-cdsa.com

e Canadian Deaf Sprts Assciatin (CDSA) is a pan-Canadian nn-prfit rganizatin aiming t supprtte deelpment f te practice f sprts witin te Deaf cmmunity in rder t ensure a uality Canadianrepresentatin at te Deaympics, Panamerican ames fr te Deaf and arius Wrld Deaf Campinsips.

Canadian paralymic Committee

www.paralympic.ca

e Canadian Paralympic Cmmittee (CPC) is respnsible fr leading te deelpment f a sustainable Paralympicsprt system in Canada t enable atletes t reac te pdium at te Paralympic ames.

Canadian wheelchair Sorts Association

www.cwsa.ca

e Canadian Weelcair Sprts Assciatin (CWSA) is an So representing weelcair atletes.e CWSA missin is t prmte excellence and deelp pprtunities fr Canadians in weelcair sprt .

Coaching Association of Canada

www.coach.ca

e Cacing Assciatin f Canada (CAC) is a nt-fr-prt amateur sprt rganizatin wit te mandate t leadetically sund cacing and sprt leader training, deliery, and prmtin.

Secial Olymics Canadawww.specialolympics.ca

Special olympics Canada is a natinal nt-fr-prt grassrts rganizatin tat prides sprt training andcmpetitin pprtunities fr mre tan 32,000 Canadians wit an intellectual disability.

Sort Canada

www.pch.gc.ca/sportcanada

Sprt Canada is te federal gernment agency tat wrks t elp Canadians participate and excel in sprt byenancing te capacity and crdinatin f te Canadian sprt system, encuraging participatin in sprt, andenabling Canadians wit talents and dedicatin t aciee excellence in internatinal sprt.


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Acknoledgements

Athors

Clin higgs, P.D., emrial niersity f ewfundland

ary Bluecardt, P.D., niersity f ontari nstitute f ecnlgystan Balyi, .A., Canadian Sprt Centre Pacicicard Way, BA, Canadian Sprt Centre PacicPaul Jurbala, .Sc., cmmunityactieDaid egg, P.D., unt yal niersity

Canadian Sprt Centres tanks te many indiiduals frm dierentdisability sprt rganizatins gerning mbility, sensry, andintellectual disabilities w reiewed and prided cmmentsfr te drafts f te secnd editin.

Canadian Sprt Centres als tank te Canadian ParalympicCmmittee, Special olympics Canada, and Paralympics ontari frpermissin t use ptgraps f great atletes, past, current, andfuture, wse pts are included in tis publicatin.

eferences

Canadian Sprt Centres (2005). Canadian Sprt fr ife. Canadian Sprt Centre vancuer.

Cacing Assciatin f Canada (2005). Cacing Atletes wit a Disability. ottawa: Cacing Assciatin f Canada.

Special olympics Canada (2007). ng-erm Atlete Deelpment fr Atletes wit an ntellectual Disability. rnt: Special olympics Canada.

Bucanan, C. . (2000). Abnrmalities f grwt and deelpment in puberty. Jurnal f te yal Cllege f Pysicians f ndn, vl 34(2).

atinal Cnsrtium n Pysical Educatin and ecreatin fr ndiiduals wit Disabilities. www.ncpad.rg

hezkai, A. (2005). Adapted pysical actiities fr te intellectually callenged adlescent: Psycmtr caracteristics and implicatins frprgramming and mtr interentin. nternatinal Jurnal f Adlescent edicine healt, 17(1), 33-47.

Serrill, C. (1998). Adapted Pysical Actiity, ecreatin and Sprt: Crss disciplinary and ifespan. Bstn: craw-hill higer Educatin.

Statistics Canada. Participatin and Actiity imitatin Surey 2006: ables. ottawa: Statistics Canada, 2007.

eprt f te inister f States (Sprt) Wrk rup n Sprt fr Persns wit a Disability. (July 2004).

ematic etwrk f Adapted Pysical Actiity. www. Kuleuen.ac.be/tenapa/adapt.tm

nited atins Cnentin n te igts f Persns wit Disabilities. (2008). www.un.rg/disabilities/cnentin/cnentinfull.stml

Editors

Jim re (2nd Editin)Seila bertsn, bertsn Cmmunicatins (1st Editin)

Design

Canadian Sprt Centre Pacic

All rigts resered. part f tis wrk may be reprduced rtransmitted in any frm fr cmmercial purpses, r by any means,electrnic r mecanical, including ptcpying and recrdingr frm any infrmatin stred in a retrieal system, witut permissinfrm te autrs r Canadian Sprt Centres vancuer.

ng-erm Atlete Deelpment Canadian Sprt fr ife

SB 0-9738274-2-4

pblished by Canadian Sort Centres


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t: ike idewd | Curtesy f Canadian Paralympic Cmmittee

pa ga, Boccia

Beijing 2008


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We acknwledge te financial supprt f teernment f Canada trug Sprt Canada,a branc f te Department f Canadian heritage.

va F ad

lda D,Alpine Ski

Vancouver 2010

Documents

No Accidental Champions