Listening to Stakeholders' Voices on Funding Social Inclusion in Sport for People with Disabilities-Proposal for Criteria.

The value of sport is extensively documented; however, there are still groups who do not have the opportunity to enjoy the benefits of sport due to lack of investment, particularly important for people with disabilities. A gap persists in understanding the effectiveness of inclusive sport programs in addressing equity-related targets, particularly on the effective methods of financing inclusion in sport for individuals with disabilities. Therefore, providing a platform for stakeholders to express their perspectives becomes crucial. Through focus groups and the World Café approach, the aim of this study was to gather insights from athletes, parents, professionals, and sport club managers regarding the funding of inclusive sport for people with disabilities. A total of 72 participants took part in nine focus groups in Portugal, Slovenia, and Hungary: 27 athletes with disabilities, 22 coaches, other technicians and parents, and 23 club managers/directors. Findings were divided into five topics: (1) perspectives on current funding satisfaction; (2) perspectives on sources and criteria for funding; (3) perspectives on ideal funding; (4) perspectives on ideas to reach decision-makers; and (5) proposals on ideal criteria for funding. Based on these findings, six measurable criteria for fair funding allocation were suggested that could develop a properly weighted system of criteria for decision-makers to assess the allocation of funding among inclusive sport organizations with the potential to catalyze broader policy and societal changes. Additionally, there is a pressing need to develop a funding model for inclusive sport for individuals with disabilities.

Narrowing the Definition of Social Inclusion in Sport for People with Disabilities through a Scoping Review.

The concept and practice of social inclusion in sport are still undefined, causing confusion both in the field of sport policy and practice. According to the United Nations (UN), a conceptual and analytical work on what constitutes inclusion is needed. Therefore, this study aims to define social inclusion in sport for people with disabilities by reviewing the existing literature. Using a scoping review framework, articles related to a possible definition of social inclusion in sport or to the elements of this definition were reviewed. For the eighteen (18) articles selected, the focus was on 152 statements, which were grouped into 6 main categories, namely: policy (29), fundamental conditions (28), key elements (30), soft skills (20), field gaps (31), and best practices (14). Ten keywords were extracted from each of the six categories using the free online program cortical.io. All 60 keywords were then compared with each other. After deleting the duplicates, 24 keywords remained, which were classified into five major categories: (1) key people, (2) key environments, (3) key ways to use, (4) key benefits, and (5) key barriers, in order to create a descriptive definition of social inclusion in sport for people with disabilities that can contribute to the goals of the UN 2030 Agenda. In addition to the definition, relevant issues were also raised for in-depth discussion and further research.

Development of an Online Multilingual Educational Programme for Parents of Dual-Career Athletes: A Participatory Design.

There is a need for educational support structures to empower parents in sustaining talented athletes pursuing academic and sports careers (e. g., dual career). The present work describes the participatory design used to develop a series of educational resources and the subsequent iterations used to evaluate the content of the EMPATIA online education programme for parents of dual-career athletes. Following an ethnographic approach, the project team (18 dual-career experts) engaged in four iterations (i.e., rounds) planned to develop (rounds 1 and 2) educational material from preliminary evidence (systematic literature review) and eminence (focus groups and concept mapping) knowledge and to evaluate the educational programme (round 3 and 4) engaging end users (n = 76) and other stakeholders (9 dual-career experts). The EMPATIA programme was developed and organized in four modules labeled after macro-aspects, parents could ask about dual career: "Why" (the definition and challenges of dual career for athletes and their parents), "What" (insights, guidelines, and suggestions on the parental role in support of student-athletes), "How" (practical advice on planning dual career at sports and academic levels, and post-sports careers), and "Where" (finding legal information or counseling on dual career). Despite overall positive evaluations of the programme, parents of dual-career athletes attributed higher scores with respect to those of dual-career experts. The participatory approach presented in this work enables developers to apply a systematic and multidisciplinary approach toward the creation of educational programmes for parents. The cooperation among dual-career researchers, experts from high-performance centers, Olympic bodies, sports clubs, and parents of elite student-athletes of different sports and nationalities created an educational programme suitable for end users to support parenting athletes in combining their sports and academic careers.