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1

Sport for All Frail Bodies

100%

Jespersen E.

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vol. 65

|

issue 1

74-85

EN

Sport for All is a universal Olympic idea adopted by supranational institutions such as the Council of Europe, UNESCO, and the UN. Measures that need to be taken to ensure that all people have an equal opportunity to be included in sport are analyzed and discussed based upon a survey of sports and exercise participation in Denmark with a special focus upon people with impairments. The prevailing point of view is a special needs approach to sports participation, whether it is oriented towards separate or integrated forms of organization. It is often unclear whether this approach is aiming for equality of outcome, equality of chance or just a minimum threshold for sports and exercise activity. However, if we adopt a universal approach to Sport for all, then the focus is not on differences among people, but upon the commonalities among human beings in light of their diversity. This approach is associated with the understanding of “universal design” in the UN‟s Convention of the Rights of Persons with Disabilities and the WHO‟s International Classification of Functioning, Disability, and Health. In conclusion, it is highlighted that a more inclusive Sport for All movement is preferable to a segregated or integrated disability sport, provided the persons concerned have a say in every case.

2

Editorial Agon: A Short History of Contest in Sport

100%

Jespersen E.

Physical Culture and Sport. Studies and Research

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2019

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vol. 82

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issue 1

1-5

3

Outline of Mimesis, Honor and Dignity in Modern Sport: A Commentary

100%

Jespersen E.

Physical Culture and Sport. Studies and Research

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2019

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vol. 82

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issue 1

59-66

4

The Embodied Nature of Autistic Learning: Implications for Physical Education

63%

Jespersen E., He J.

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vol. 65

|

issue 1

63-73

EN

Autism spectrum disorder (ASD) and learning difficulties are difficult to separate in clinic manifestations and diagnoses. By taking learning as being-in-the-world, this article considers the embodied nature of autistic learning and urges its importance for understanding the phenomenological core of ASD. We begin by arguing that three mainstream contemporary ASD theories are inherently limited in offering an adequate account of autistic learning due to the disembodied ontology inscribed within them. Then, we provide an understanding of learning guided by the subjective dynamics of experience. Instead of having a disembodied and individualistic point of view, we suggest that autistic learning has an embodied nature. The “inappropriate” or “abnormal” affections and behaviors in the autistic experience of learning may actually be inherently meaningful for individuals with ASD. They strive to make sense of some basic disturbances and re-establish some form of coherence with the world, though this may only be possible in the form of delusions or autistic withdrawals. Finally, we explore the relationship between autistic learning and physical education and suggest in particular how spontaneous imitation can boost the development of children with ASD. We conclude that the application of implicit learning strategies in playful settings and the reduction of explicit strategies based upon intellectual reasoning rather than bodily reciprocity should be encouraged in the process of autistic learning.

5

The Lived Experiences of Participating in Physical Activity among Young People with Mental Health Problems. A Recovery-Oriented Perspective

63%

Staal A., Jespersen E.

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vol. 65

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issue 1

41-50

EN

There is a growing understanding that psychiatric treatment is more than psychotherapy and medication, and that people themselves can be active in preventing and handling mental health problems. This brings non-medical solutions into play. Physical activity (in terms of exercise, sport, and fitness) becomes an important contribution in this particular context. The perceived mental and physical benefits of physical activity (both preventative and therapeutic) for people experiencing mental health problems are well documented. Typically, this kind of research focuses narrowly on “size of effect” or “most successful type of intervention” or “exercise versus other treatment.” Less research has explored the lived experience of physical activity and the meaning and relevance it has for individuals in their everyday lives. This article suggests that sport and exercise can play a valuable role in and contribute to the recovery process for young people with mental health problems. Results from an evaluation study of a developmental project in Denmark shows how physical activity affects a person‟s lived experiences, relationships, and pursuits. The findings is discussed in relation to the concept of recovery, especially focusing on exercise as a form of self-care strategy, as an opportunity to create social relationships, and as a way to become part of a meaningful social activity.

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5 Physical Culture and Sport. Studies and Research

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Sport for All Frail Bodies

Editorial Agon: A Short History of Contest in Sport

Outline of Mimesis, Honor and Dignity in Modern Sport: A Commentary

The Embodied Nature of Autistic Learning: Implications for Physical Education

The Lived Experiences of Participating in Physical Activity among Young People with Mental Health Problems. A Recovery-Oriented Perspective