Sports for health promotion among children with disabilities

Detalhes bibliográficos
Autor(a) principal: Gomes, Ana Elizabeth Gondim
Data de Publicação: 2016
Outros Autores: Gorla, José Irineu
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista Brasileira em Promoção da Saúde
Texto Completo: https://ojs.unifor.br/RBPS/article/view/4795
Resumo: The Brazilian Journal in Health Promotion (Revista Brasileira em Promoção da Saúde), driven by the need for a culture that encourages the participation of children with disabilities in sports activities, wants to emphasize its concern with the content of its publications on the subject. Therefore, it is intended to foster reflection on health promotion in children with disabilities, awakening the urge of working professionals and those receiving training to extend professional commitment and recognize its importance. To start, it is essential to vociferate the term “equity”, although it has been used more often in recent years thanks to the push given by public policies and the entry of virtual media in households. The fact that the word causes allergy to some people is not new, but it is clear that the term has given coverage to glaring inequalities. Equity, in the case of the possibility of access to sports, is a sign of evolution, particularly with regard to civility. Developed countries allow, with some limitations, greater access to sport, and Brazil, which is in a slow-paced process, must rely on the support from everyone in order to move faster. Thus, it is appropriate to raise some references, the first being the term “equity”, which means equality, righteousness in the way of doing things, recognition of the rights of each person, righteous and natural justice(1). As makers of a new humanity and guided by professional ethics, it is essential that we consider the word “equity” in the development of a lesson plan to be carried out regardless of the type of sport. Regarding children with or without disabilities, to despise equity is a gesture similar to castration. One castrates and offends a developing human being who needs treatment and care for identity formation. For Physical Education professionals, as well as those of other fields of knowledge who share our daily work routine, it is appropriate to separate the making of thinking, the practice of theory. As for the teaching practice, the focus should remain on the person practicing the sport. In the case of someone with a disability, it is a sine qua non condition that the professional should consider the specificities surrounding the subject, such as the time and cause of disability, the functionality and the previous experiences(2). The second reference portrays equity as something very similar to accessibility, as both are able to arouse concern if not made possible. In this era of shallow values, dreams and ideas, providing an embracing atmosphere can become utopian; however, it must be idealized, as every embracement is considered a game changer in the lives of children. Regardless of the sensory, motor or intellectual impairment presented, respect should become a constant so that security would sprout, talents would awaken and opportunities would arise. Three factors are listed as responsible for the growth of sports for people with disabilities, which are called adaptive sports: the effectiveness of sport in the rehabilitation process, the right of persons with disabilities to sports practice and the characteristic of sports as entertainment activities(3). Yet, a third reference sees beyond the obvious: to be born, to grow up and to grow stronger only makes sense with the aid of family support and of the school of letters and life. Not much of it is needed to be born, but to grow up and to grow stronger, it is necessary to live with others, feel included and have a voice. The inclusion of children with disabilities in sports is a way to promote health and improve the quality of life. The sports practice should be encouraged at an early stage by the family and through interventions of professionals in the education and health fields. Regarding the educator’s role, it is worth to mention Rubem Alves as he warns that a teacher or a doctor must be an agent and a spreader of essential sensitivity(4). In this case, attention should be given to physical education teachers, especially due to the possibility of action in the licentiate and bachelor’s degree fields. The sports practice should be considered a facilitator of social inclusion as it allows athletes to be part of a group in which there are more people with the same conditions as theirs and where their deeds are valued(5). However, social inclusion is not only living together with other disabled athletes. The most appropriate is to live in society, among people with and without disabilities. Obviously, some people choose to live with people with disabilities; however, it is ideal to create an inclusive and heterogeneous environment where there is respect for the diversity, potentiality and limitations of others. Studies have associated the sports practice with benefits regarding rehabilitation(6), social inclusion(7) and health(8). But for people with disabilities, the sport is a complex construct that cannot be limited to physical fitness, rehabilitation or an inclusion tool. Therefore, encouraging children with disabilities to practice sports is a way to consider that they are not less competent than the others(9). It is through this encouragement that the benefits related to body composition, cardiorespiratory function and neuromotor parameters improve. Thus, it is a fundamental civilizational right to choose between doing and not doing a sport as well as which sport is more appropriate for a child with or without disabilities to do. Given this fundamental right, the spotlights herein have highlighted something called equity.
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spelling Sports for health promotion among children with disabilitiesO esporte como promotor da saúde em crianças com deficiênciaThe Brazilian Journal in Health Promotion (Revista Brasileira em Promoção da Saúde), driven by the need for a culture that encourages the participation of children with disabilities in sports activities, wants to emphasize its concern with the content of its publications on the subject. Therefore, it is intended to foster reflection on health promotion in children with disabilities, awakening the urge of working professionals and those receiving training to extend professional commitment and recognize its importance. To start, it is essential to vociferate the term “equity”, although it has been used more often in recent years thanks to the push given by public policies and the entry of virtual media in households. The fact that the word causes allergy to some people is not new, but it is clear that the term has given coverage to glaring inequalities. Equity, in the case of the possibility of access to sports, is a sign of evolution, particularly with regard to civility. Developed countries allow, with some limitations, greater access to sport, and Brazil, which is in a slow-paced process, must rely on the support from everyone in order to move faster. Thus, it is appropriate to raise some references, the first being the term “equity”, which means equality, righteousness in the way of doing things, recognition of the rights of each person, righteous and natural justice(1). As makers of a new humanity and guided by professional ethics, it is essential that we consider the word “equity” in the development of a lesson plan to be carried out regardless of the type of sport. Regarding children with or without disabilities, to despise equity is a gesture similar to castration. One castrates and offends a developing human being who needs treatment and care for identity formation. For Physical Education professionals, as well as those of other fields of knowledge who share our daily work routine, it is appropriate to separate the making of thinking, the practice of theory. As for the teaching practice, the focus should remain on the person practicing the sport. In the case of someone with a disability, it is a sine qua non condition that the professional should consider the specificities surrounding the subject, such as the time and cause of disability, the functionality and the previous experiences(2). The second reference portrays equity as something very similar to accessibility, as both are able to arouse concern if not made possible. In this era of shallow values, dreams and ideas, providing an embracing atmosphere can become utopian; however, it must be idealized, as every embracement is considered a game changer in the lives of children. Regardless of the sensory, motor or intellectual impairment presented, respect should become a constant so that security would sprout, talents would awaken and opportunities would arise. Three factors are listed as responsible for the growth of sports for people with disabilities, which are called adaptive sports: the effectiveness of sport in the rehabilitation process, the right of persons with disabilities to sports practice and the characteristic of sports as entertainment activities(3). Yet, a third reference sees beyond the obvious: to be born, to grow up and to grow stronger only makes sense with the aid of family support and of the school of letters and life. Not much of it is needed to be born, but to grow up and to grow stronger, it is necessary to live with others, feel included and have a voice. The inclusion of children with disabilities in sports is a way to promote health and improve the quality of life. The sports practice should be encouraged at an early stage by the family and through interventions of professionals in the education and health fields. Regarding the educator’s role, it is worth to mention Rubem Alves as he warns that a teacher or a doctor must be an agent and a spreader of essential sensitivity(4). In this case, attention should be given to physical education teachers, especially due to the possibility of action in the licentiate and bachelor’s degree fields. The sports practice should be considered a facilitator of social inclusion as it allows athletes to be part of a group in which there are more people with the same conditions as theirs and where their deeds are valued(5). However, social inclusion is not only living together with other disabled athletes. The most appropriate is to live in society, among people with and without disabilities. Obviously, some people choose to live with people with disabilities; however, it is ideal to create an inclusive and heterogeneous environment where there is respect for the diversity, potentiality and limitations of others. Studies have associated the sports practice with benefits regarding rehabilitation(6), social inclusion(7) and health(8). But for people with disabilities, the sport is a complex construct that cannot be limited to physical fitness, rehabilitation or an inclusion tool. Therefore, encouraging children with disabilities to practice sports is a way to consider that they are not less competent than the others(9). It is through this encouragement that the benefits related to body composition, cardiorespiratory function and neuromotor parameters improve. Thus, it is a fundamental civilizational right to choose between doing and not doing a sport as well as which sport is more appropriate for a child with or without disabilities to do. Given this fundamental right, the spotlights herein have highlighted something called equity.A Revista Brasileira em Promoção da Saúde (Brazilian Journal in Health Promotion), movida pela necessidade de uma cultura que estimule a participação de crianças com deficiência em atividades esportivas, quer enfatizar a sua preocupação com o conteúdo de suas publicações relativas à temática. Para tanto, pretende propiciar o pensamento acerca da promoção de saúde em crianças com deficiência, despertando entre os profissionais atuantes e em formação, o alargamento do compromisso profissional e o reconhecimento da sua importância. Para iniciar, vociferar o termo “equidade” é imprescindível, mesmo que este só venha sendo mais pronunciado há alguns anos, graças ao empurrão dado pelas políticas públicas e pela entrada dos meios de comunicação virtuais nos lares. Que o vocábulo causa alergia a alguns não é novidade, mas é nítido que o termo tem dado cobertura a desigualdades gritantes. A equidade, no caso da possibilidade de acesso ao esporte, é um sinal de evolução, sobretudo no que tange à civilidade. Os países desenvolvidos possibilitam, com algumas limitações, um maior acesso ao esporte, e o Brasil, que se encontra em fase de engatinhar, precisa contar com o suporte de todos para deambular mais brevemente. Assim, afigura-se pertinente levantar algumas referências, sendo a primeira o termo “equidade”, que quer dizer igualdade, retidão na maneira de agir, reconhecimento dos direitos de cada um, justiça reta e natural(1). Como obreiros de uma nova humanidade, pautados pela ética profissional, é indispensável considerar a palavra “equidade” na gestação de um plano de aula a ser desenvolvido, independentemente da modalidade esportiva. No tocante às crianças, com ou sem deficiência, tratar a equidade com menoscabo é um gesto semelhante a uma castração. Castra-se, melindra-se um ser humano que está em fase de desenvolvimento e carece de trato e cuidado por estar formando a sua identidade. Aos profissionais de Educação Física, assim como das demais disciplinas que dividem conosco o dia a dia laboral, é oportuno separar o fazer do pensar, a prática da teoria. Quanto à prática pedagógica, o foco deve manter-se na pessoa que pratica o esporte. No caso de alguém com deficiência, é condição sine qua non que o profissional considere as especificidades que cercam o sujeito, como o tempo e a causa da deficiência, a funcionalidade e as experiências prévias(2). A segunda referência retrata a equidade como algo bem familiar à acessibilidade, pois ambas são capazes de despertar inquietação, caso não sejam levadas a cabo. Nessa era de subalimentados valores, sonhos e ideias, prover um ambiente acolhedor pode tornar-se utópico, porém deve ser idealizado, já que todo acolhimento é considerado um divisor de águas na vida das crianças. Independentemente da limitação sensorial, motora ou intelectual apresentada, o respeito deve tornar-se uma constante, assim a segurança brotará, os talentos despertarão e as oportunidades surgirão. Três fatores figuram na lista como responsáveis pelo crescimento do esporte para pessoas com deficiência, denominado esporte adaptado: a efetividade do com deficiência à prática e o caráter da modalidade enquanto entretenimento(3). Já uma terceira referência vê para além do óbvio: o nascer, o crescer e o encorpar somente têm sentido com o auxílio do suporte familiar e das escolas das letras e da vida. Para nascer, não tanto, mas para crescer e se encorpar, faz-se necessário conviver, sentir-se incluído e ter vez e voz. A inclusão das crianças com deficiência nos esportes é uma via para a promoção da saúde e para a melhoria na qualidade de vida. A prática esportiva deve ser estimulada precocemente, através dos familiares e das intervenções dos profissionais da área educacional e da saúde. Acerca do papel do educador, é oportuno mencionar Rubem Alves, pois é dele o alerta de que um mestre ou um doutor deve ser um agente e um propagador da sensibilidade essencial(4). Nesse caso, atenção aos professores de Educação Física, sobretudo por conta da possibilidade de atuação nos campos da licenciatura e do bacharelado. A prática esportiva deve ser considerada um facilitador da inclusão social, afinal, possibilita que atletas façam parte de um grupo no qual existem mais pessoas com as mesmas condições e seus feitos são valorizados(5). Entretanto, não é apenas na convivência entre atletas com deficiência que a inclusão social reside. O mais adequado é o viver em sociedade, entre pessoas com e sem deficiência. Obviamente que alguns optam por conviver com pessoas com deficiência, porém, o ideal é oportunizar um ambiente inclusivo, heterogêneo, onde haja respeito à diversidade, à potencialidade e aos limites dos demais. Pesquisas associam à prática esportiva os benefícios relativos à reabilitação(6), inclusão social(7) e saúde(8). Mas para as pessoas com deficiência, o esporte é um constructo complexo, que não pode ser encarado de forma reduzida à condição de preparação física, reabilitação ou ao status de ferramenta de inclusão. Portanto, estimular as crianças com deficiência para a realização da prática esportiva é considerar que elas não têm menos competência que as demais(9). É por meio desse estímulo que os benefícios relacionados à composição corporal, à função cardiorrespiratória e aos parâmetros neuromotores melhoram. Com isso, entende-se como um direito basilar civilizacional a oportunização de escolhas entre o fazer e o não fazer um esporte, bem como qual esporte mais apetece a uma criança com ou sem deficiência praticar. A propósito do direito basilar, os holofotes estiveram aqui voltados para aquele denominado equidade.Universidade de Fortaleza2016-05-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Non-refereed Book Review""Artigo não avaliado pelos pares"application/pdfapplication/pdfhttps://ojs.unifor.br/RBPS/article/view/479510.5020/18061230.2016.p1Brazilian Journal in Health Promotion; Vol. 29 No. 1 (2016); 1-4Revista Brasileña en Promoción de la Salud; Vol. 29 Núm. 1 (2016); 1-4Revista Brasileira em Promoção da Saúde; v. 29 n. 1 (2016); 1-41806-1230reponame:Revista Brasileira em Promoção da Saúdeinstname:Universidade de Fortaleza (Unifor)instacron:UFORporenghttps://ojs.unifor.br/RBPS/article/view/4795/pdfhttps://ojs.unifor.br/RBPS/article/view/4795/pdf_1Copyright (c) 2016 Revista Brasileira em Promoção da Saúdeinfo:eu-repo/semantics/openAccessGomes, Ana Elizabeth GondimGorla, José Irineu2022-02-16T12:32:31Zoai:ojs.ojs.unifor.br:article/4795Revistahttps://periodicos.unifor.br/RBPS/oai1806-12301806-1222opendoar:2022-02-16T12:32:31Revista Brasileira em Promoção da Saúde - Universidade de Fortaleza (Unifor)false
dc.title.none.fl_str_mv Sports for health promotion among children with disabilities
O esporte como promotor da saúde em crianças com deficiência
title Sports for health promotion among children with disabilities
spellingShingle Sports for health promotion among children with disabilities
Gomes, Ana Elizabeth Gondim
title_short Sports for health promotion among children with disabilities
title_full Sports for health promotion among children with disabilities
title_fullStr Sports for health promotion among children with disabilities
title_full_unstemmed Sports for health promotion among children with disabilities
title_sort Sports for health promotion among children with disabilities
author Gomes, Ana Elizabeth Gondim
author_facet Gomes, Ana Elizabeth Gondim
Gorla, José Irineu
author_role author
author2 Gorla, José Irineu
author2_role author
dc.contributor.author.fl_str_mv Gomes, Ana Elizabeth Gondim
Gorla, José Irineu
description The Brazilian Journal in Health Promotion (Revista Brasileira em Promoção da Saúde), driven by the need for a culture that encourages the participation of children with disabilities in sports activities, wants to emphasize its concern with the content of its publications on the subject. Therefore, it is intended to foster reflection on health promotion in children with disabilities, awakening the urge of working professionals and those receiving training to extend professional commitment and recognize its importance. To start, it is essential to vociferate the term “equity”, although it has been used more often in recent years thanks to the push given by public policies and the entry of virtual media in households. The fact that the word causes allergy to some people is not new, but it is clear that the term has given coverage to glaring inequalities. Equity, in the case of the possibility of access to sports, is a sign of evolution, particularly with regard to civility. Developed countries allow, with some limitations, greater access to sport, and Brazil, which is in a slow-paced process, must rely on the support from everyone in order to move faster. Thus, it is appropriate to raise some references, the first being the term “equity”, which means equality, righteousness in the way of doing things, recognition of the rights of each person, righteous and natural justice(1). As makers of a new humanity and guided by professional ethics, it is essential that we consider the word “equity” in the development of a lesson plan to be carried out regardless of the type of sport. Regarding children with or without disabilities, to despise equity is a gesture similar to castration. One castrates and offends a developing human being who needs treatment and care for identity formation. For Physical Education professionals, as well as those of other fields of knowledge who share our daily work routine, it is appropriate to separate the making of thinking, the practice of theory. As for the teaching practice, the focus should remain on the person practicing the sport. In the case of someone with a disability, it is a sine qua non condition that the professional should consider the specificities surrounding the subject, such as the time and cause of disability, the functionality and the previous experiences(2). The second reference portrays equity as something very similar to accessibility, as both are able to arouse concern if not made possible. In this era of shallow values, dreams and ideas, providing an embracing atmosphere can become utopian; however, it must be idealized, as every embracement is considered a game changer in the lives of children. Regardless of the sensory, motor or intellectual impairment presented, respect should become a constant so that security would sprout, talents would awaken and opportunities would arise. Three factors are listed as responsible for the growth of sports for people with disabilities, which are called adaptive sports: the effectiveness of sport in the rehabilitation process, the right of persons with disabilities to sports practice and the characteristic of sports as entertainment activities(3). Yet, a third reference sees beyond the obvious: to be born, to grow up and to grow stronger only makes sense with the aid of family support and of the school of letters and life. Not much of it is needed to be born, but to grow up and to grow stronger, it is necessary to live with others, feel included and have a voice. The inclusion of children with disabilities in sports is a way to promote health and improve the quality of life. The sports practice should be encouraged at an early stage by the family and through interventions of professionals in the education and health fields. Regarding the educator’s role, it is worth to mention Rubem Alves as he warns that a teacher or a doctor must be an agent and a spreader of essential sensitivity(4). In this case, attention should be given to physical education teachers, especially due to the possibility of action in the licentiate and bachelor’s degree fields. The sports practice should be considered a facilitator of social inclusion as it allows athletes to be part of a group in which there are more people with the same conditions as theirs and where their deeds are valued(5). However, social inclusion is not only living together with other disabled athletes. The most appropriate is to live in society, among people with and without disabilities. Obviously, some people choose to live with people with disabilities; however, it is ideal to create an inclusive and heterogeneous environment where there is respect for the diversity, potentiality and limitations of others. Studies have associated the sports practice with benefits regarding rehabilitation(6), social inclusion(7) and health(8). But for people with disabilities, the sport is a complex construct that cannot be limited to physical fitness, rehabilitation or an inclusion tool. Therefore, encouraging children with disabilities to practice sports is a way to consider that they are not less competent than the others(9). It is through this encouragement that the benefits related to body composition, cardiorespiratory function and neuromotor parameters improve. Thus, it is a fundamental civilizational right to choose between doing and not doing a sport as well as which sport is more appropriate for a child with or without disabilities to do. Given this fundamental right, the spotlights herein have highlighted something called equity.
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