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Unified soccer programs are dedicated to promoting inclusion for children of all abilities! These programs provide opportunities for children with unique attributes through unified teams that allow children to form friendships and stimulates positive attitudes across all peer groups. The development of these young athletes requires the collaboration of coaches, teammates, and the fans in the stands.

The objectives of a unified soccer program include the following:

Skill development

Competition experience

Meaningful inclusion

Community-based participation

Family involvement

Personal development

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There are endless benefits of a unified sports program! Programs like these create an abundance of opportunities for children to grow physically, mentally, and socially! Check out the link below to see why soccer is an ideal recreational activity for children with disabilities.

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WHAT IS A DISABILITY?

The American Disabilities Act (ADA) defines a person with a disability as someone who has a physical or mental impairment that substantially limits one or more major life activities.

People living with a disability have a significantly higher likelihood of being overweight, developing cardiovascular disease and smoking tobacco as compared to the general population.

BARRIERS TO SPORT AND EXERCISE FOR CHILDREN AND ADULTS WITH A DISABILITY

Some young athletes with a disability may start in a youth recreation league with other kids their own age. However, typically around puberty, many of the athletes with a disability do not continue to compete at the same level and drop out of sport completely without any other competitive leagues to join.

Adaptive equipment for athletes with a disability can be costly or difficult to find.

Public school interscholastic athletic programs exclusively for youth with disabilities are scarce.

Athletic role models for athletes with disability are not as widely popularized in the U.S. media.

Physicians are less likely to counsel individuals with a disability about the importance of exercise, even though the benefit of exercise is great.

Access to coaches and fitness experts who are skilled at advising an athlete with a disability can be difficult to garner.

POLICY CHANGES TO MINIMIZE THE BARRIERS FOR ATHLETES WITH A DISABILITY

The Rehabilitation Act of 1973 ensured that educational settings receiving federal funds must grant students with disabilities access to appropriate public education, including physical education and athletics and equal opportunity for participation.

The Americans with Disabilities Act of 1990 ensured access to sporting facilities such as swimming pools, ice rinks, gyms, golf facilities, and boating docks. Furthermore, any newly constructed fitness facilities must be accessible to individuals with disabilities.

The Individuals with Disabilities Education Act of 1990 established the standards for education in youth with disabilities (ages 3-21 years old). It explicitly included access to physical education. As a result, a new professional field developed - adapted physical education instructors.

THE BENEFITS OF SOCCER FOR CHILDREN AND ADULTS WITH A DISABILITY

Playing and participating in soccer at any level can have a long-lasting effect on the health and well being of a person with a disability both on and off the field.

WHAT ARE THE PARALYMPICS?

Per the International Paralympic Committee, "Paralympic" derives from the Greek preposition "para" (meaning alongside) and the word "Olympic". The Paralympics are the parallel Games to the Olympics for athletes with a disability - the two movements exist side-by-side.

* The Paralympics are the largest elite-level sports competition for athletes with a disability worldwide and involve athletes from several disability categories.

* Opportunities to compete within the Paralympic movement have significantly improved the physical fitness of many individuals with a disability and the sports participation opportunities available to them.

WHAT IS PARALYMPIC 7-A-SIDE SOCCER?

7-a-side Paralympic soccer consists of adaptations to the sport of soccer for ambulatory athletes with a physical disability.

* During matches, the FIFA rules are used with modifications, including size of playing field, size of the goals, number of players, and rules regarding offsides.

* In 1984, soccer was first introduced to the Paralympic Games. The U.S. team first competed in the 1992 Paralympic Games in Barcelona.

* Prior to participation in a Paralympic Soccer event, players need to be classified by a team of certified classifiers into categories based on their level of disability.

THE U.S. MEN'S NATIONAL 7-A-SIDE PARALYMPIC SOCCER TEAM

* The U.S. Men's Paralympic National Team (USPNT) is an elite- level program that selects players from across the country and prepares them for standard international competition.

* The national team competes in several international events including the Paralympic games. The team's best finish in an international tournament was fourth place during the 1996 Atlanta Games.

* Additionally, they also compete in other tournaments including the Parapan American Games, the Copa America, the Intercontinental Cup, the World Championships and the World Cup.

* As of 2018, USA Soccer also supports an Under-19 (U-19) development team that competes in U-19 tournaments.

THE RULES OF THE 7-A-SIDE PARALYMPIC SOCCER GAME

Paralympic soccer is played on a 75 x 55 meter field with the goal being 5 x 2 meters.

The sport follows FIFA's standard rules for 7-a-side soccer with the following exceptions:

* No offsides rule
* Under-arm throw is permitted if a player is physically unable to execute a throw according to FIFA rules.
* Opposing players are required to be seven meters from the ball on restarts.
* Players are allocated to one of three sport classes based on their level of impairment. To ensure a fair game, each team is required to have one FT1 player on the field at all times and is not allowed to have more than one FT3 player on the field at any time (see "Classes of Paralympic Soccer Players" below).

WHO CAN PLAY FOR THE U.S. MEN'S 7-A-SIDE PARALYMPIC SOCCER TEAM?

* For players to be eligible, they must be able to walk (with no requirement for assistive walking aids).

* Male athletes with impairments related to neurological conditions, typically cerebral palsy, brain injury or stroke, can play in Paralympic soccer competitions.

* The degree of disability in these players may cause only minimal levels of motor dysfunction. However, under the rules of the sport, this could still make players eligible for the U.S. Paralympic 7-a-side National Team.

CLASSES OF 7-A-SIDE PARALYMPIC SOCCER PLAYERS (IFCPF CLASSIFICATION):

Players are further grouped by affected area (but this does not affect how many are on the field at a time):

* A: Bilateral Spasticity
* B: Dyskinesia/Ataxia
* C: Unilateral Spasticity

Players competing in Paralympic soccer events are given a sport class based on their level of impairment. Eligible classes are:

* FT1: Severe Involvement
* FT2: Moderate Involvement
* FT3: Minimal Involvement

SOCCER INJURIES IN THE ATHLETE WITH A DISABILITY

* Each players' risk of injury is dependent on their baseline impairment.
* In Paralympic soccer, although limited research is available, studies have shown that muscle imbalances at baseline increase the risk of injury in these players. Therefore, a muscle strengthening and evaluation program is important.
* All players with a disability who play regularly in a team sport, such as soccer, should be cleared by a sports medicine professional prior to participating.
* Spasticity (muscle resistance to stretch) is commonly seen in cerebral palsy, stroke and brain injury patients, which may require the need for specific stretching exercises, orthotics and/or medications for treatment. Spasticity in the athlete should be managed by a medical professional experienced in the treatment of this condition (commonly a Physiatrist or Neurologist).

VERSIONS OF SOCCER FOR ATHLETES WITH A DISABILITY

At the international level for players with a disability, there are eight recognized forms of soccer which include:

Amputee Soccer
* The World Amputee Football Federation was formed at a World Congress in Brazil in 2005. Founding members were Argentina, Brazil, England, Russia, Ukraine, the U.S., and Uzbekistan.
* Today, the Federation has more than 30 national associations from five continents.
* The games are typically 6v6 plus a goalkeeper. Players move around the field using standard crutches. They are not allowed to use prosthetic limbs.
* In 2014, the U.S. National Amputee Soccer Team reached the World Cup for the first time in more than 10 years. Special Olympics Soccer
* The Special Olympics was founded in 1968 and is the world's largest sports organization for children and adults with intellectual disabilities, providing year-round training and competitions.
* The Special Olympics are held separately from the Olympics and the Paralympics.
* Special Olympic Soccer includes 5-a-side, 7-a-side and 11-a-side competitions.

Special Olympics Soccer
* The Special Olympics was founded in 1968 and is the world's largest sports organization for children and adults with intellectual disabilities, providing year-round training and competitions.
* The Special Olympics are held separately from the Olympics and the Paralympics.
* Special Olympic Soccer includes 5-a-side, 7-a-side and 11-a-side competitions.

Dwarf Soccer
* Dwarf Soccer is for athletes of short stature.
* The Dwarf Athletic Association of America (DAAA) is the American organization heading up participation and registration. They have open registration to all athletes of all skill levels. They organize recreational, developmental and elite-level events and competitions.
* The World Dwarf Games occurs every four years and is the highest level competition, last taking place in 2017 in Ontario, Canada. In prior years, Chicago (1993) as well as East Lansing, Michigan (2013) have hosted the games.
* Dwarf Soccer is included within the USSF Disability Committee.

Blind Soccer
* This is an adaptation of soccer for athletes with visual impairments including blindness.
* The sport, governed by the International Football Sports Federation (IBSA), is played with modified FIFA rules.
* The sport was added to the Paralympics in 2004.
* The field of play is smaller than the typical soccer field and is surrounded by boards.
* The ball is equipped with a noise making device.
* Teams have five players including the goalkeeper. There is also one guide positioned off the field of play to assist in directing the players.
* Teams are permitted to use goalkeepers who are sighted.
* Matches consist of two 25-minute halves, with a ten-minute break at half-time.

Deaf Soccer
* In soccer, these players face hidden disadvantages, such as not being able to hear their coach's instructions during a game, a referee's decision or the roar of the crowd.
* Under international criteria, to compete in deaf soccer competitions, players must have an average hearing loss of 55 Decibels or more in the best ear. Hearing loss below this level has been shown to negatively impact hearing.

Power Soccer
* This is the first competitive team sport that was developed specifically for power wheelchair users.
* Athlete disabilities include multiple sclerosis, quadriplegia, muscular dystrophy and cerebral palsy among others.
* Players use their wheelchair to move around the court and move the ball when passing, to tackle another player and to score goals.
* The games are played indoors (usually on a modified basketball court). The ball is also slightly larger than a regulation-sized soccer ball.
* Two teams of 4 players play each game with movement of the soccer ball through use of their wheelchair.

Frame Soccer
* Frame Soccer/Football is for athletes/participants who use a walker or crutches for daily mobility.
* It is played by both children and adults.
* This was started in England in 2014.

OTHER SOCCER ORGANIZATIONS FOR CHILDREN WITH A DISABILITY

American Youth Soccer Organization (AYSO)
* The VIP (Very Important Player) program was developed for children whose physical or mental disabilities prevent them from participation in mainstream teams.

* VIP teams may include players who are mentally or emotionally challenged, autistic, visually impaired, have cerebral palsy or other conditions that limit mobility.

* Individuals with disabilities can join from the age of 4.

* Through participation in the program, individuals with disabilities experience the benefits of being part of a team, wearing a uniform and improving their physical fitness.

* Players without a disability assist VIP players in the field as 'buddies' fostering an atmosphere of teamwork.

U.S. Youth Soccer TOPSoccer
(The Outreach Program for Soccer)

* Created to foster the physical, mental and emotional growth and development of America's youth through soccer.

* The program is designed to bring the opportunity of learning and playing soccer to any child with a mental or physical disability.

* It provides meaningful learning, development and physical participation opportunities to these young athletes through soccer.

* This is a community-based training and team placement program for young athletes with disabilities (ages 4-19).

* Modifications are made to the game to allow full participation and enjoyment for each player.

RESOURCES/WEBSITES AVAILABLE TO SOCCER PLAYER WITH A DISABILITY:

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Soccer for Athletes with a Disability - Recognize to Recover

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The American Disabilities Act (ADA) defines a person with a disability as someone who has a physical or mental impairment that substantially limits one or more major life activities. People living with a disability have a significantly higher likelihood of being overweight, developing cardiovascular disease and smoking tobacco as compared to the general population.

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Unified sports join children with and without intellectual disabilities on the same team. Through training and playing together, children of all abilities can create life-long friendships and gain a better understanding of what it is like to live in someone else's cleats!

Read the articles below to learn about the effects of unified soccer programs on the psycho-social and physical attributes of children with and without intellectual disabilities!

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Abstract

The purpose of the study was to investigate the effects of a Special Olympics (SO) Unified Sports (UNS) soccer program on psycho-social attributes of youth with and without intellectual disabilities (ID). Participants were 76 male youth with ( n = 38) and without ( n = 38) ID. Participants with ID were randomly allocated into a SO athletes group ( n = 23, mean age = 14.5; SD = 1.2 years) and a control group (CG) ( n = 15, mean age = 14.5; SD = .8 years). Twenty-three randomly selected youth without ID formed the partner group (mean age = 14.1; SD = .9 years) and 15 youth without ID (mean age = 13.8; SD = .5 years) formed the CG. Instruments included the Friendship Activity Scale (FAS) ( Siperstein, 1980), the Adjective Checklist ( Siperstein, 1980), and the Children Behavior Checklist ( Achenbach, 1991). The soccer training program lasted eight weeks, 1.5 h per session, three times per week, in addition to school physical education (PE). The CG did not participate in any sports in addition to PE. The findings showed that the UNS program was effective in decreasing the problem behaviors of youth with ID and increasing their social competence and FAS scores. In addition, the program was found to be effective in improving the attitude of youth without disabilities toward participants with disabilities. In conclusion, the present findings demonstrate the utility of a UNS program for both youth with and without disabilities.

Highlights

► Psycho-social effects of a Special Olympics Unified Sports (UNS) program on youth with intellectual disability and no disability. ► Positive effects of UNS program for both youth with and without disability. ► The UNS program decreased problem behaviors of youth with ID. ► Social competence and friendship scores of youth with ID increased after UNS program. ► The UNS program improved attitudes of youth without disability toward their peers with ID.

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Effects of a Special Olympics Unified Sports soccer program on psycho-social attributes of youth with and without intellectual disability

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The purpose of the study was to investigate the effects of a Special Olympics (SO) Unified Sports (UNS) soccer program on psycho-social attributes of youth with and without intellectual disabilities (ID). Participants were 76 male youth with ( n = 38) and without ( n = 38) ID.

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Abstract

The study investigated the effects of a Special Olympics (SO) Unified Sport (UNS) soccer program on anthropometry, physical fitness and soccer skills of male youth athletes with and without intellectual disabilities (ID) who participated in a training group (TRG) and in a comparison group (CG) without specific training.

Youth with ID (WID) were randomly selected out of all the students between the ages 12 and 15, with a diagnosis of educable mental retardation and no secondary disabilities, who were attending a special education school. Participants without ID (WoID) were randomly selected from a regular secondary school out of the same age groups of male students. All participants were given permission by their parents or guardians to participate in the study. Participants in the TRG included 23 youth WID and 23 youth WoID. Mean ages were = 14.1 (SD = 1.1) and 13.2 (SD = 0.79) respectively. Fifteen WID, and 15 WoID comprised the CG. Mean ages were 14.51 (SD = 0.81) and 13.78 (SD = 0.49) respectively. Prior to and following the program measurements were conducted, and data were collected on students' anthropometric and fitness components of the Brockport physical fitness test as well as a soccer skill performance based on the SO soccer skill test. Participants in the TRG trained 8 weeks, 1.5 h per session, three times per week, in an after-school soccer program. CG did not participate in any sports program outside of the school physical education class.

Dependent t tests and effect size calculations revealed that SO athletes and non-disabled partners scored significantly higher with regard to physical fitness and football skills in most variables compared with their CG.

This Unified Program was successful in increasing fitness and soccer skill performance of youth WID as well as of those WoID.

Highlights

► This study examined the effects of participation in a Unified Sports soccer program. ► Participants' performance increased more than controls in most fitness and skill variables. ► The program was effective for youth both with and without intellectual disability. ► The implication can be utilized to motivate professionals attempting inclusion practices.

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The effects of a Special Olympics Unified Sports Soccer training program on anthropometry, physical fitness and skilled performance in Special Olympics soccer athletes and non-disabled partners

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The study investigated the effects of a Special Olympics (SO) Unified Sport (UNS) soccer program on anthropometry, physical fitness and soccer skills of male youth athletes with and without intellectual disabilities (ID) who participated in a training group (TRG) and in a comparison group (CG) without specific training.

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One of the most effective means of ensuring success is to engage family, friends and caregivers in their athlete's experiences. While family engagement provides benefits for all children, children with disabilities often require a greater degree of support and advocacy than their typical developing peers. Although children with unique attributes face a considerable amount of barriers to physical activity, parental dedication and unified sports facilitates the participation of all children.

To gain a better understanding of the perceived barriers and facilitators to participation in physical activity for children with disabilities, click on the article below.

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Abstract

Background

Children with disability engage in less physical activity compared to their typically developing peers. Our aim was to explore the barriers and facilitators to participation in physical activity for this group.

Methods

Ten focus groups, involving 63 participants (23 children with disability, 20 parents of children with disability and 20 sport and recreation staff), were held to explore factors perceived as barriers and facilitators to participation in physical activity by children with disability. Data were analysed thematically by two researchers.

Results

Four themes were identified: (1) similarities and differences, (2) people make the difference, (3) one size does not fit all, and (4) communication and connections. Key facilitators identified were the need for inclusive pathways that encourage ongoing participation as children grow or as their skills develop, and for better partnerships between key stakeholders from the disability, sport, education and government sectors. Children with disabilities' need for the early attainment of motor and social skills and the integral role of their families in supporting them were considered to influence their participation in physical activity. Children with disability were thought to face additional barriers to participation compared to children with typical development including a lack of instructor skills and unwillingness to be inclusive, negative societal attitudes towards disability, and a lack of local opportunities.

Conclusions

The perspectives gathered in this study are relevant to the many stakeholders involved in the design and implementation of effective interventions, strategies and policies to promote participation in physical activity for children with disability. We outline ten strategies for facilitating participation.

Electronic supplementary material

The online version of this article (doi:10.1186/s12887-016-0544-7) contains supplementary material, which is available to authorized users.

Keywords: Children with disability, Physical activity, Barriers, Facilitators, Qualitative

Background

Children with disability engage in less physical activity compared to their typically developing peers [ 1, 2]. Regular participation in physical activity by children, including those with disability, enhances body composition [ 3], bone health [ 4, 5], psychological health [ 6, 7] and promotes social engagement [ 8]. There are additional therapeutic benefits to participation in regular activity for children with disability [ 9]. They often have delayed gross motor development, less proficiency in balance and coordination and poor cardiovascular fitness compared to their peers with typical development [ 10], all of which could potentially be improved by participation in physical activity.

The reasons for lower levels of participation in physical activity among children with disability are complex and multifactorial [ 11]. The Physical Activity for People with a Disability conceptual model [ 12] helps to illustrate the relationship between physical activity behaviour, its determinants, and health, including the role of contextual factors (personal and environmental) for people with disability. The model incorporates barriers to and facilitators of physical activity for people with disability by acknowledging multiple determinants of physical activity exist.

The barriers to participation in physical activity have been studied more comprehensively than the facilitators to participation, and include a lack of knowledge and skills, the child's preferences, fear, parental behaviour, negative attitudes to disability, inadequate facilities, lack of transport, lack of programmes and staff capacity, and cost [ 13]. Reported facilitators include the child's desire to be fit and active, skills practice, involvement of peers, family support, close and accessible facilities, opportunities sensitive to the needs to children with disability, skilled staff and information dissemination [ 13].

The reported barriers and facilitators to participation can differ according to whose views are elicited. Children with disability tend to focus on personal factors, while parents focus on familial, social and policy and programme factors [ 13]. Most published studies in this area have sought only the perspectives of children with disability or their parents and only a small number have included the views of other stakeholders such as professionals who work in the sport and recreation sector [ 14, 15]. Personnel from the sports and recreation sector are ideally placed to promote participation in physical activity among children with disability given their role in the design, organisation and delivery of activity opportunities and infrastructure [ 16- 18]. One small study has explored the perspective of sports and recreation industry personnel only [ 15]. Based on a content analysis of a short survey in a convenience sample of 24 staff, it found the most common perceived barriers were inaccessible facilities, non-inclusive providers, transport, lack of relevant opportunities and cost. The most common perceived facilitators reported were welcoming providers, parental support, inclusive providers, adaptable approaches and accessibility of facilities. The study design was limited, however, as it did not allow for an in-depth analysis of these factors. A richer description of these barriers and facilitators would complement our understanding, and has the potential to identify new ways to enhance participation in physical activity for children with disability.

Therefore, the aim of our study was to explore the barriers and facilitators to participation in physical activity from the perspectives of children with disability, their parents and sports and recreation industry personnel.

Methods

Research design

We completed a descriptive study using qualitative methods [ 19]. The experience of participation in physical activity by children with disability was explored through a series of focus groups with relevant stakeholders (children, parents, and sports and recreation industry personnel). The aim was to draw out their specific experiences of what helped and hindered participation in physical activity for children with disability to inform practice and future research rather than to develop new theory. We chose focus group methods for data collection to take advantage of group interaction to encourage discussion between the participants to compare and contrast their experiences and views.

Ethical approval was obtained from La Trobe University Human Ethics Committee and from the Victoria Government Department of Education and Early Childhood Development. All participants gave written informed consent prior to their participation. Children with disability were invited to provide their own written assent in addition to their parent's written consent. Participants were assured that their identities would remain anonymous in all reporting of the study and that their personal information would be kept confidential.

Participants

Purposive sampling was used to select participants representing different participant groups, disability types and geographical locations as there was evidence that these factors might affect the barriers and identified. To be eligible, participants had to be a child with a disability (congenital or acquired) aged 10-18 years, the parent of a child with disability aged between 6-18 years, or a professional working in the sports and recreation sector with people with disability. Children aged 6-9 years were excluded from taking part in the focus groups. It was considered inappropriate to include children 6-9 years in the same group as older children and adolescents (10-18 years) as the younger children may have difficulty contributing at the same level as the older children and adolescents. Participants needed sufficient communication skills (verbal or sign language) to participate in a focus group. Participants were excluded if either they or the person they cared for had an impairment was due to a medical condition (such as epilepsy or cancer) or a learning disability (such as dyslexia).

Participants were recruited through disability groups, sport and recreation groups, therapy services and special schools. These agencies were asked to identify potential participants and forward to them information about the study. Potential participants then contacted the researchers directly. Information about the study was also forwarded by the researchers to people who had participated in a previous study [ 20] and had indicated their willingness to take part in future studies.

Focus groups

Three focus groups were held with parents and three with sports and recreation industry personnel at local community venues, schools or therapy centres convenient to each group of participants. An experienced external moderator conducted the focus groups with assistance from one of the researchers. Participants were sent a list of the topics to be discussed one week prior to the focus group, to allow time to reflect and to bring notes if they wished. After group introductions, participants were asked to come up with a list of barriers and facilitators which was transcribed onto butchers paper. As a group, participants were then asked to reflect on and discuss the items in the list. Sessions lasted approximately one hour and were audio recorded (see Additional file 1 for the parent focus group schedule).

Four groups were conducted with children with disability; one group with children with physical disability (cerebral palsy), two groups with children with mild intellectual or developmental disabilities and one group with adolescents with vision impairment. These focus groups were conducted at specialist schools. The sessions commenced with the children introducing themselves and sharing what physical activities they took part in. With the exception of one focus group that included children with vision impairment, a ball was passed between children to encourage everyone to speak, and to discourage more than one child speaking at once. Using their current activities as a reference point, the children were asked to share what made these activities fun and what made them hard. Photographs of children with and without disability taking part in physical activities were also used to help stimulate discussion. These photographs were sourced from Google images and depicted a variety of physical activities including football, swimming, walking, cycling, basketball, horse riding, dancing, sailing, cricket, athletics, gymnastics, and skipping. The children were asked to select an activity depicted in one of the photographs that they had never done before but would like to try, as a way of exploring what some barriers to participation might be.

Data analysis

Data were transcribed verbatim and examined using thematic analysis [ 21]. Two researchers independently read the transcriptions several times and coded the data line-by-line to identify emerging concepts. These concepts were derived from the data and were not preconceived. The number of concepts were not restricted and as many concepts were identified as they emerged [ 22]. These concepts eventually formed the themes that we present in the Results section. NVivo software (Version 8, QSR international) was used to assist coding. Each focus group was analysed separately to ensure the views of that particular focus group were considered. The data of each participant group (i.e. children, parents, sports and recreation industry personnel) was then considered separately to get an overview of the views of that subgroup. After coding, through a consensus process, like concepts were grouped into sub-themes, and these were drawn together to form themes. During these discussions, the researchers took into account if a theme or subtheme represented the views of all participant groups, and rich thick descriptions were used to exemplify sources. When the final list of themes was agreed, the transcripts were re-read and key word searches performed to ensure no relevant aspect of these themes had been overlooked.

Trustworthiness

Two main strategies were used to enhance the trustworthiness of the data [ 23]. When the initial data analysis was completed, the list of themes generated was sent to the participants for validation (member checking). Through this process, the participants, including the children with disability, verified the interpretation of the data. Credibility of the data was enhanced by having two researchers independently code and interpret the data, providing a basis for reflective discussions which helped to provide a more complete understanding.

Results

Sixty-three participants took part in ten focus groups (see Table ): 23 children with disability (mean age 13.9 ± 1.8 years; 8 girls, 15 boys), 20 parents of children with disability (18 females, 2 males) and 20 professionals who worked in the sports and recreation industry and who worked with children with disability (11 females, 9 males). The children who took part in the focus groups had the following types of disability: cerebral palsy ( n = 6), vision impairment ( n = 5), intellectual disability ( n = 7), developmental delay ( n = 4), and multiple disabilities ( n  = 1). Four themes emerged from the data (summarised in Table ).

Table 1

Table 2

Theme 1 There are similarities and differences between children with disability and children with typical development

Longer to develop skills

Positive encouragement from others

Lack of physical skill

One-on-one instruction

Frustration or loss of confidence when child compares self to peers

Children that are motivated to keep fit

Happy-go-lucky, confident child

It's harder as children get older

Naturally active child

Need extra support to participate

Extra costs associated with raising a child with disability

Theme 2 People make the difference

Parents lack knowledge or means

Proactive parents

Lack of practical instructor training

Skilled instructors

Negative societal attitudes towards disability

Peer acceptance

Understand disability

Disability a low priority

Inclusive policies & programs

Parents doubt child's safety or ability

Family involvement

Parental exhaustion

Theme 3 One size does not fit all...it's about choice

Children and parents are not asked about how they can participate

Inclusive pathways

Fun & sense of success

Lack of transport

Transport

Distance

Local activities

Lack of activities

Meaningful, appropriate activities

One-off programs

Opportunities at school

Waiting lists

Theme 4 Communication and connections between stakeholders

Poor advertising of programs

Word of mouth between parents

Difficulty for program providers finding families

Special schools provide information on activity

Limited partnerships between sectors

Partnerships between schools, activity providers, disability groups and councils

Similarities and differences

Participants identified a number of barriers to participation that affect children with and without disability. These included children not being interested in physical activity, limited transport, cost and lack of time. Participants described additional barriers that exist for children with disability, such as not being as physically capable as their peers and social barriers such as negative societal attitudes. Parents in particular identified that their child felt a sense of frustration or loss of confidence when they compared their skills with those of their peers with typical development. They described that one-on-one instruction and positive encouragement increased their child's confidence and skills, and this in turn facilitated on-going participation in physical activity.

"Now he's going in the normal class actually, he's not getting one-on-one attention because he can manage by his own (...) but it took quite a long time." [Parent #1]

Participants described that it gets harder for children with disability to participate in physical activity as they get older, as the skill gap widens and sports become more competitive. Parents shared stories of worsening teasing and exclusion by peers as their child aged and of an increasing lack of motivation to take part in physical activity as a result.

"When he was younger they accepted him very well. But then as he got older and his movements became more awkward (...) so kids pick it up, and kids are cruel" [Parent #2]

Parents reported that children who were naturally active, loved sports and had a happy go lucky personality were more easily engaged in physical activity. This was corroborated by the children with disability who described their reasons for participating were it was fun, it gave them a sense of success or competence, to keep fit, and to engage in activities with friends, or make new friends.

"Sport's my life really, so I play every sport I can have a try at (...) Things are hard for sport but (...) it just doesn't matter, better to have a crack" [Child #1, aged 12] "Well I play footy because I love getting outside and I love moving around and it's fun and I always do it with a lot of my mates" [Child #2, aged 16]

"It comes down to affordability" was a key consideration for families and sports and recreation industry personnel. While cost is barrier to participation in physical activity that affects children with and without disability, there was an additional burden for families of a child with disability given the extra expense of caring for a child with disability, a reduced income as parents often worked less and the need for one-on-one attention.

"I'd put my son in half a dozen activities ...., but by the time you pay for speech therapy, occupational therapy (...) there's not a lot of money leftover" [Parent #3]

Flexible payment schemes, subsidised programs and access to modified equipment were suggested as ways to facilitate participation.

People make the difference

The attitudes of people close to children with disability such as families, instructors and peers, were seen as central to their participation in physical activity by all participant groups. Experience of disability was considered to underpin attitudes: when people understood disability they were more likely to be welcoming and supportive of children with disability.

The integral role of families in facilitating their child's participation in physical activity was highlighted by all participant groups. This included providing financial support, transport, finding suitable activities and encouragement. Participants described how parents needed to be proactive to get their child active; examples included parents being physically involved in the activity, researching available activities, knowing about possible modifications to activities, and advocating for their child.

"I am involved physically as well as supporting .... I go into the water, I go down to the sand, I run behind the bike to make sure he's safe" [Parent #4]

Related to this was the opinion that 'sporting' families were better equipped to help children with disability engage in activity as they understood sporting culture and had experienced the benefits of physical activity.

"My uncle plays as well and my mum and my nana, my uncle is a tennis coach, so I find it easier for me to do" [Child #3, aged 15]

A reliance on families to facilitate their participation meant that if parents lacked experience in physical activity, or didn't have the means to get involved, the child would miss out. Parents talked about how tough it can be caring for a child with disability. This was illustrated by comments about their exhaustion and the challenge of finding time to fit physical activity into the family schedule.

"When you've got a child with a disability you're exhausted all the time, you don't get a reprieve, we don't get time off" [Parent #3]

Some parents expressed doubt about their child's ability to participate in physical activity, or concern for their child's safety.

" I'm scared to put him in the mainstream" [Parent #1]

Other key personnel identified as facilitating participation in physical activity were coaches, instructors, and physical education teachers who were willing and able to modify activities. The view of parents and children, was that success or failure hinged on an instructor's ability to successfully include a child with disability.

"A lot comes down to the compassion of the coaches ... If they understand the situation then they will cater for it and give them the attention [they] need" [Parent #5]

Participants also articulated that peer involvement and acceptance were strong motivators for children with disability to participate.

'He plays football (...) he's never ever kicked a goal but nobody worries about that, ... They always are really encouraging towards him" [Parent #6]

Many participants described negative societal attitudes towards disability as a barrier to participation. Participants suggested some sports and recreation staff and physical education teachers lacked experience in disability and were fearful about including children with disability, or viewed it as a low priority.

"Some teachers I've had in PE [physical education] they don't want to like really listen ....[they say] we're doing it this way and that's it, you have to adapt to try and fit in" [Child #4, aged 15]

Similarly, participants described how the parents of children with typical development could be openly negative about their child playing with a child with disability.

"A few mums have said to me oh my son or my daughter's picking up bad habits from your son" [Parent #7]

Inclusive policies and support from sports governing bodies and all levels of government were considered to drive physical activity opportunities for people with disability and facilitate their inclusion. The role of schools in promoting physical activity was also discussed. Participants reported that some schools created opportunities for children with disability to be active and this facilitated their participation in physical activity in the wider community. This feature was ascribed more often to special schools than mainstream schools.

One size does not fit all...it's about choice

This theme was characterised by the idea that every child with disability was different, their particular needs were different and the type of activities that they and their family wanted to participate in were different.

Children and parents suggested the best way for providers of physical activities to find out how to include a child with disability was to ask them.

"There's no right or wrong about how you modify the rules, you ask the participants how they would find it easier for them (...) it's no use assuming" [Sport and recreation staff #1]

Parents stressed the importance of careful selection of activities with recognition that not all activities could be modified and some were inherently unsuitable. Meaningful activity was described as mainstream, structured, competitive sports for some children with disability, and for others, it was simple non-competitive, segregated or individual activities.

"We played racquet ball, just me and [child] so he can chuck a tantrum, it's not interfering with anybody, ..." [Parent #8] "I've been playing [footy] for 4 or 5 years. I found that everyone in my team is really supportive and nice and they treat me normally, they all give me a turn ...." [Child, aged 12 #5]

Inclusive pathways with structured progression of participation were identified by sport and recreation industry personnel as being particularly important for children with disability. They described pathways as starting out in segregated classes, and progressing to individual activities, or social competitions and then moving on to mainstream or group activities or competitive sport. Often, activity opportunities were one-off programs and did not provide a pathway to become sufficiently competent so that children could progress to the next level.

"All three boys could go [to soccer] and the two boys who were more able could be in the small-sided games and the other boy can start in the disability-specific one [but] there's a clear pathway for him to go from that to the other activity with his brothers if he's able and interested" [Sport and recreation staff #2]

A lack of opportunities for children with disability was cited as a major barrier to their participation. Parents from regional and metropolitan areas reported marked variation in the availability of programs, and long waiting lists for segregated programs. Conversely, sport and recreation industry personnel discussed how programs were often not viable due to a lack of participants.

"There's lots of sport that kids can do in your local community but it's not for special needs kids" [Parent #9] "They need a certain number of people to make a program and the activity run or to make it financial" [Sport and recreation staff #3]

Local activities, easily accessible by public transport, were cited as facilitators of participation.

"Having opportunities reasonably local helps as well. I find [child] doesn't like going on long car trips" [Parent #10] Transport is such a battle for [families including a child with disability]" [Sport and recreation staff #4]

Communication and connections

Participants described a disconnect between families of children with disability, and the groups that promoted engagement in physical activity including schools, disability groups and the sport and recreation sector.

Physical activity programs for children with disability were reported to be poorly advertised. Parents talked about their difficulty in finding out about programs and how they relied on word of mouth and their own research to locate opportunities for their child.

"We've heard of a number of organisations just by people telling us, other friends who have disabled kids informing us what groups are available" [Parent #11]

Special schools were acknowledged to be a good source of information about available programs, unlike mainstream schools which were described as providing scant information. The problem with advertising was also raised by sport and recreation industry personnel who spoke about their difficultly in connecting with children with disability and their families.

"We've tried a new approach through local Council (...), they've sent out the flyers for me because they know the names and the contacts but I can't" [Sport and recreation staff #1]

Participants suggested partnerships between physical activity providers, local councils, schools, disability groups and the health sector could better facilitate physical activity among children with disability. These partnerships could promote programs for children with disability, improve access to available opportunities, highlighted the importance of engagement in physical activity and help foster pathways between school and community sport. However, such partnerships were currently not widespread, particularly between the disability and sports sectors.

"The disability sector has a very bad understanding of sport and recreation and how to get involved in that" [Sport and recreation staff #5]

Discussion

Our study adds to the available literature by exploring in more depth the facilitators of physical activity for children with disability, and by including the perspectives of sports and recreation industry personnel. The range and diversity of themes that emerged from the data illustrates the complexity of the issue, and is consistent with the conceptual model proposed by van der Ploeg [ 12] and with previous literature in both children [ 13] and adults [ 17] with disability.

Providing choice in physical activities children with disability can engage in was considered a key facilitator. Choice included segregated or integrated programs, type of physical activity, the level of participation (foundation skills to elite sports), individual or team sports, competitive or non-competitive activities, and the scheduling of programs. A complexity is that the needs of children with disability can change over time. There is also tension between the ideal scenario (providing meaningful choice) and the reality that programmes have limited resources to accommodate choice. Inclusive programs although more complex, might be more feasible, but may not be appropriate for every child with disability. However, there may not be a critical mass of children with disability living in an area to make a segregated program viable [ 24, 25]. Competitive sport is not for every child, whether they have a disability or not, but there are few non-competitive programs available. However, although previous literature suggested competitive team sports can exclude children with disability [ 26], our results suggest competition was seen as a positive. Sport and recreation industry personnel highlighted that many children with disability wanted to be involved in activity at a competitive level although it was often assumed they were only interested in 'hit and giggle'.

Another facilitator of physical activity proffered by the participants was the concept of inclusive pathways. An inclusive pathway would provide a structured means of skills development. Having the requisite motor and social skills contributes to successful participation in physical activity among all children [ 25]. These skills are learnt through practice and early opportunities to develop them encourages participation by children especially when they experience success [ 25]. School is often where this practice happens. Unfortunately, children with disability do not always engage in physical education at school [ 27, 28]. Children with disability may also have fewer opportunities for mastering skills outside of school [ 29] because they are either excluded from community programs or their parents may not enrol them [ 26]. This means children with disability are potentially missing out on a range of opportunities to develop the skills they require to engage in physical activity. In addition, activity programs for children with disability are often short-lived [ 24, 26] such as 'come and try' days [ 25]. Through inclusive pathways children could achieve a sense of competence in an activity or skills before 'graduating' to the next level of difficulty. The 'pathway' would also provide a link at transition periods, for example, when moving from school-based activities to community-based activities.

Inclusive pathways may also facilitate participation through better development of connections with stakeholders. A disconnect between stakeholders from the disability, sport and recreation, education, local government and health sectors, was identified as a key barrier to engaging children with disability in physical activity. The perception of participants was that stakeholders operated independently without collaborating with each other and that no sector saw it as their responsibility to help engage children with disability in physical activity. This concept has not been explored much within the literature; one study including adults with disability reported a lack of collaboration between organisations as a barrier to physical activity [ 16] and one study suggested strong partnerships between relevant organisations as a facilitator of activity for children with disability [ 26]. Efforts to bring together stakeholders should be encouraged as it would help maximise expertise on disability issues, and could facilitate better activity opportunities for children with disability through the development of pathways.

Parents and families are crucial to whether a child with disability is physically active. Parents are a child's primary advocate and support their participation financially and practically. The value parents place on physical activity is indicative of the level of their child's participation [ 30] and parental and child beliefs about physical activity are strongly related [ 29]. A majority of parents understand the benefits of physical activity, and are happy for their child to be active [ 31]. Their main issue is how to make it happen so they can balance the needs of family members [ 32] and identify suitable programmes for their child [ 33, 34]. Better marketing of physical activity opportunities for children with disability was one strategy parents felt could facilitate participation as most parents reported that word of mouth was their primary or only source of information [ 31]. Marketing could encourage participation by including information on program goals, skill levels, instruction, staffing, and transport [ 25]. It also needs to be inviting, particularly for first time users, and distributed locally where the target group will find it [ 25, 31].

Participants indicated that social barriers to participation (such as the attitudes of parents, staff and peers) were more influential than other types of barriers. Negative attitudes, societal stereotypes of disability and a lack of acceptance by peers are well documented barriers to participation [ 26, 35] as they inhibit interest in physical activity among children with disability [ 33]. Changing attitudes is difficult, but contact theory suggests that the experience, of getting to know or working with someone with a disability, can positively change attitudes [ 36]. Disability awareness programmes for staff and peers may help to minimise misunderstandings about the needs and abilities of people with disability [ 25, 29]. They might be helpful in developing knowledge and skills about how to adapt activities [ 26, 27, 29, 37] and encourage peer interaction to create a welcoming environment. Positive interactions between children with and without disability are not automatic [ 26] and require planning but they offer opportunities for friendships for children with disability [ 31], and awareness of disability for children with typical development [ 38].

The strength of this study is that it is an in-depth study of the barriers and facilitators to physical activity for children with disability and one of the first to include the perspective of sport and recreation personnel. Previous studies [ 17] have described the barriers and facilitators to participation in physical activity for adults with disability only or have provided a preliminary overview of the perspectives of sports and recreation industry personnel [ 15]. Collating these perspectives with those of parents and children with disability helped to triangulate the data and provide deeper understanding. A limitation was that participants self-selected into the study; those who were more physically active may have been more inclined to be involved. However, if this was the case, these participants would have been potentially more able to provide insight into what facilitated children with disability to be active and resourceful in overcoming existing barriers to activity.

Conclusion

As the long-term consequences of physical inactivity can lead to serious secondary health problems among people with disability, understanding the factors that influence participation in physical activity is important to help design successful interventions and strategies that increase their level of engagement in activity from an early age. Our results confirm children with disabilities' need for the early attainment of motor and social skills, the integral role of families and their need for support, and that societal attitudes continue to influence children with disabilities' participation. Other themes that emerged from the data were the need for inclusive pathways that encourage ongoing participation as children grow or as their skills develop and for the development of better partnerships between key stakeholders from the disability, sport, education and government sectors. Based on these themes, possible individual, social and policy level strategies for improving participation in physical activity among children with disability which require further investigation are presented in Table . The broader understanding of the barriers and facilitators to physical activity for children with disability gained through this study is essential for the design and implementation of effective interventions, strategies and policies to promotion their participation. We expect our findings will be useful to health professionals, health promotion agencies and the sport and recreation sector to help increase the amount of physical activity that these children perform.

Table 3

Individual level strategies

1. Incorporate practical based instructor training in disability
2. Ask children with disability and their families their preferred activity choices
3. Introduce flexible or subsidised payment options for families of children with disability
4. Encourage children with disability to participate in physical activity from early childhood

Social level strategies

5. Lessen the burden on parents of children with disability through financial or social support or incentives
6. Introduce flexible funding arrangements for sports organisations
7. Promote physical activity programs that children with disability can participate in
8. Ensure children with disability meaningfully participate in physical education at school

Policy level strategies

9. Develop partnerships between the sport and disability sectors, local government, and schools
10. Encourage positive societal attitudes to disability

Acknowledgements

This study was supported by a grant from the Victorian Health Promotion Foundation (VicHealth). VicHealth played no role in the design, collection, analysis or interpretation of the data, nor in the preparation of the manuscript nor decision to submit the manuscript for publication. We would like to thank the participants for their contribution to our study. We also acknowledge Richard Hill for facilitating the focus groups.

Additional file

Footnotes
Competing interests
The authors declare that they have no competing interests.
Authors' contributions
NS conceptualised and designed the study, participated in the data analysis and drafted the manuscript. AS participated in the design the the study, coordinated the focus groups, led the data analysis and contributed to the manuscript. Both authors read and approved the final manuscript.

References

7. Trost SG. Discussion paper for the development of recommendations for childrens and youths participation in health promoting physical activity. Canberra: Ageing AGDoHa; 2005. [ Google Scholar]

21. Liamputtong P. Chapter 12: Making sense of qualitative data: the analysis process, in Qualitative Research Methods. Melbourne: Oxford University Press; 2009. [ Google Scholar]

23. Liamputtong P. Chapter 2. Rigour and Ethics in Qualitative Research, in Qualitative Research Methods. Melbourne: Oxford University Press; 2009. [ Google Scholar]

31. Hunter D. A phenomenological approach: The impact on families of sports participation for a child with a physical disability. 3367237. United States -- Texas: Texas Woman's University; 2009. [ Google Scholar]

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Perceived barriers and facilitators to participation in physical activity for children with disability: a qualitative study

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Children with disability engage in less physical activity compared to their typically developing peers. Our aim was to explore the barriers and facilitators to participation in physical activity for this group.

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Coaches are committed to fostering relationships among peers and creating a supportive and welcoming environment for all players. Coaches embrace diversity and recognize the importance of inclusion for all skill levels. View the articles below to review coaching curriculum, general inclusion tips and modifications that can be made to accommodate children of all abilities, and how coaches can contribute to the development of all athletes.

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Looking for a fun sport for your child? Today, we'll be looking at the benefits of the sport that's played by 240 million people around the world...Soccer!

What are the benefits of soccer for kids? In this post, we'll look at four main benefits of soccer for kids, and we'll also offer a few adaptation ideas for children who may need different accommodations.

Key Benefits of Soccer for Kids

Soccer is great physical exercise for kids: Playing soccer offers children the opportunity to exercise and strengthen the whole body. It supports cardiovascular health, increases coordination, improves physical strength and endurance, and enhances flexibility. If you're looking for a sport that will give your child a chance to work on whole-body health, the health benefits of soccer for kids make it an excellent choice.

Soccer is a team sport: Team sports, like soccer, are cooperative sports. Cooperative sports help developing kids learn valuable lessons about sharing, team-building, and working together to accomplish a goal. Soccer is an inclusive sport by nature - everyone on the team has to participate. Being part of a team also helps improve kids' self-confidence and self-esteem, and offers valuable lessons that kids will take with them throughout their lives.

Soccer helps kids get social: Whether your child is very outgoing or really shy, one of the benefits of soccer for kids is that it is a social activity. In fact, it's difficult to play the sport without interacting with others. For this reason, it can be a wonderful choice for children who struggle with shyness to help them develop new friendships and build their social skills in a way that is fun, natural, and doesn't make the child feel pressured.

Soccer is fun: Yes, it's great physical exercise and kids will learn valuable skills in teamwork, following instructions, concentration, and dedication, but best of all, soccer is a whole lot of fun for kids at any level!

Soccer Adaptations for Kids Who Need Different Accommodations

Adaptations to the rules of the game, and altering equipment (such as a larger or softer ball) can be a great way to ensure that every child can participate and have fun while working on new skills.

Since 2002, CoachArt has provided free lessons in arts and athletics for children impacted by chronic illness. Some of the inclusions tips we'll be sharing are from our work with children of different abilities, and we've added some additional resources to help modify specific outdoor activities for kids. These adaptations are suggestions; accommodations for children should always be considered individually. Whenever appropriate, speak with your child's doctor prior to participation in a new activity and, if necessary, obtain the doctor's written consent.

General Inclusion Tips and Modifications for Kids Who Need Different Accommodations:
WHEELCHAIR INCLUSION Inclusion Tips and Modifications: Communication Tips:

Whenever possible, put yourself at eye level to facilitate conversation by sitting in a chair or crouching down.

Do not speak loudly and/or slowly to an individual using a wheelchair unless you know that doing so is necessary to communicate.

Always ask permission before pushing somebody's wheelchair.

Make conversation with students when you push their wheelchairs, just as you would if you were walking with a student who does not use a wheelchair.

VISION IMPAIRMENT INCLUSION Inclusion Tips and Modifications: Checklist:

1. Are you prepared to provide the students with verbal directions about all parts of the activity?

2. Is the space clear to allow for easier movement?

3. Are frequently used resources kept in the same accessible place, and labeled?

4. Have you taken time to allow the child to explore in a way that's helpful for them?

HEARING LOSS INCLUSION
Hearing loss is the most common disability in the U.S. 3 out of every 100 school-age kids has a significant hearing loss.
Inclusion Tips and Modifications:

Obtain student's attention prior to speaking

Reduce auditory distractions (background noise)

Enhance speech reading conditions (avoid hands in front of the face, mustaches well-trimmed, no gum chewing)

Face your students and make eye contact when speaking. Clearly, enunciate speech

As a general rule, always stand close to the student(s) hard of hearing when giving instructions

Use of visual supplements (predetermined visual signals or signs, whiteboards, or visual charts).

Do not exaggerate your lip movements, but slowing down a little may help some students.

Use facial expressions, gestures and body language to help convey your message, but don't overdo it.

Repeat others comments and/or questions before responding to make sure Hard of Hearing student heard.

ASTHMA INCLUSION Inclusion Tips and Modifications:

Check in with the child, and offer a rest break from activity if necessary.

Have the child's inhaler nearby and ready to be used.

If a child is uncomfortable with activities that include running, consider a slower pace or for group games, try a position that requires less running if necessary.

Understand Potential Asthma Triggers: SPEECH IMPAIRMENT INCLUSION Inclusion Tips and Modifications:
When speaking with people who have difficulties with speech, you should:

Be patient- don't rush them or finish their sentences.

Always ensure you understand what the person has said before proceeding.

Ask the student, if necessary, to repeat what they have said or write it down.

Consider working out a better way of communicating with each other- use pictures, diagrams, and drawings to make or clarify your point.

During group activities, allow the use of predetermined hand signals if it is helpful for a child.

LIMITED USE OF HANDS AND ARMS INCLUSION Inclusion Tips and Modifications: COGNITIVE IMPAIRMENT INCLUSION Inclusion Tips and Modifications:

Repeat instructions

Provide frequent feedback

Break down tasks into smaller steps

Display rules

Prepare students for transitions

Reduce distractions

Buddy student up with a strong student or volunteer

Find out the student's strengths and emphasize them

Be flexible about expectations

Seek advice from parents/guardians

Types of Cognitive Impairment:
GENERAL TIPS FOR GROUP/TEAM INCLUSION

1. If possible, offer a volunteer buddy if extra support is needed. This gives every child the chance to work on cooperative and teamwork skills.

2. When working in groups, discuss with the group what modifications are going to be made to the game, sport or activity.

3. Be prepared to field questions so that all participants understand and feel included in the process.

Additional Resources for Adapting for Special Needs:

Manchester University offers a comprehensive guide to adapting soccer instruction for kids with physical disabilities that is an excellent guide to inclusive play so that everyone can experience the benefits of soccer for kids.

PE Central offers several general adaptation suggestions for specific activities with kids who need different accommodations.

CoachArt Special Needs Inclusion offers tips for communicating with children impacted by chronic illness, and inclusion tips for kids who need different accommodations.

Are you looking for a fun sport for your child to get involved with? As we have seen, the benefits of soccer for kids are numerous! It's fun to play, can be adapted to include all children, and it is an excellent physical exercise that improves cardiovascular health, increases coordination, improves physical strength, and enhances flexibility. Like other group sports, soccer offers kids a chance to work on team-building skills, improves self-confidence and self-esteem, and enhances a child's social connections and interactions. We hope you've enjoyed this look at the benefits of soccer for kids - the sport that's played by 240 million people around the world!

CoachArt Soccer Clubs for Kids Impacted by Chronic Illness:

CoachArt Clubs are designed to help kids with chronic illnesses (and their siblings) become part of a special team focused on providing chronically ill children with enriching athletic experiences in a supportive team environment. CoachArt Clubs create unique multi-week experiences where children form a bond with fellow participants while gaining valuable skills in the activity of their choice. Soccer is a favorite club of CoachArt students that we have offered many times for our students in the Los Angeles Area and San Francisco Bay Area.

In the month of March, 2019, CoachArt has partnered with the Addidas complex' Urban Futsal LA to bring together an indoor-soccer program just in time for the season! CoachArt clubs offer kids of all levels the opportunity to play, with no experience necessary, just the desire to have fun!
This brief video from Urban Futsal Soccer Club features CoachArt kids practicing their soccer skills with encouragement and instruction from volunteer CoachArt coach, Pristina.
Starting March 23rd, 2019, CoachArt will be be offering our first soccer clinic for San Diego CoachArt students where students will learn the basics of soccer with the help of Wing Keepers International! We will practice drills, exercises, and games in an adaptive, fun environment.

MAKING A DIFFERENCE FOR FAMILIES IMPACTED BY CHILDHOOD CHRONIC ILLNESS
CoachArt offers free art and athletic lessons to chronically ill children and their siblings between the ages of 5-18 in Los Angeles, San Francisco Bay Area, and San Diego. If your child has been diagnosed with a chronic condition, we invite you to fill out a Has your child played soccer? What benefits of soccer for kids have you noticed? We'd love to hear from you. Please share your experience with us in the comments. student eligibility form or get in touch to learn if CoachArt is right for your child.
CoachArt creates a transformative arts and athletics community for families impacted by childhood chronic illness. Since 2001, CoachArt has matched volunteer coaches with kids for free one-on-one or group lessons in arts and athletics. We invite you to get involved !

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4 Benefits of Soccer For Kids (with Adaptations for Disability Inclusion) - CoachArt

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Looking for a fun sport for your child? Today, we'll be looking at the benefits of the sport that's played by 240 million people around the world...Soccer! What are the benefits of soccer for kids? In this post, we'll look at four main benefits of soccer for kids, and we'll also offer a few adaptation ideas for children who may need different accommodations.

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Diversity Statement

United Soccer Coaches is committed to fostering diversity by offering a welcoming and supportive environment for all our members, leadership, and other constituents. We nurture a learning and working environment that respects differences in culture, age, gender, race, ethnicity, physical ability, sexual orientation, religious affiliation, and socio-economic status.

We recognize that diversity enriches the membership experience, improves the practice and profession of coaching, expands learning opportunities, and enhances creativity and professional growth in the coaching community. United Soccer Coaches emphasizes both demographic and intellectual diversity. We are committed to attracting and developing qualified persons of diverse backgrounds to participate and lead in our organization. This includes our advocacy work, our recognition programs, the development of our services and education, as well as our coaching and outreach programs. Embracing diversity and inclusion requires a coaching curriculum and other learning experiences that provide exposure to diverse cultures, human characteristics, and ways of thinking. Our organizational must create a climate that stimulates innovation, values contributions from those unlike ourselves, and encourages the success and advancement of all our members.

United Soccer Coaches particularly acknowledges the acute need to remove barriers to the recruitment, retention and advancement of talented members, leadership and other constituents from historically underrepresented populations. As such, United Soccer Coaches fosters diversity in our staff and advocates for all of our members by welcoming their participation in our programs, by embracing diversity and inclusion training, and by remaining mindful of diversity and inclusion in the formulation of policy and in decision-making.

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United Soccer Coaches | Uniting Coaches Around the Love of the Game.

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United Soccer Coaches is committed to fostering diversity by offering a welcoming and supportive environment for all our members, leadership, and other constituents. We nurture a learning and working environment that respects differences in culture, age, gender, race, ethnicity, physical ability, sexual orientation, religious affiliation, and socio-economic status.

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With the summer season quickly approaching, the young athletes should start getting into the soccer mindset. Strap on those shinguards, lace up the cleats, and jog over to the website below to practice plays and penalty shots before the season starts!

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Soccer Games Online for Free

Lead your team to victory in our great collection of soccer games. Join a tournament or just dive into a quick match in these free online games. Depending on where you are in the world, you might call this timeless sport soccer or football. Go head-to-head in a two-player match or see if you can lead your team to the finals in the World Cup!

We have plenty of games within this category for you. Join forces with some of the world's most famous soccer superstars in the European football cup games. A few of the sports games in this category will also let you try to win a match by kicking the winning goal while others will let you coach a team through an entire season.

What are the Best Soccer Games?

What are the Newest Soccer Games?

What are the Best Soccer Games on Mobile?

There's also a few two player games if you want to challenge a friend or another gamer who loves soccer. You can even work as a doctor on the sidelines in a medical simulation game with a soccer theme. If you would like to try a much different type of football, hit the gridiron and try to score tons of touchdowns in the American football games. Whether you're looking to kill a few minutes or a few hours, you should check out one or all of these great games!

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Lead your team to victory in our great collection of soccer games. Join a tournament or just dive into a quick match in these free online games. Depending on where you are in the world, you might call this timeless sport soccer or football.

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The ultimate goal of a unified sports team is to have fun on the field while learning about acceptance and the importance of inclusion. These programs aspire to improve the attitudes and behaviors of children toward their peers with unique attributes by breaking down any and all barriers to recreational sports.

Below are a series of outcome measures that may be utilized to assess the impact that a unified soccer team has on its participating athletes.

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Soccer players come in all shapes, sizes, and abilities.

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Interested in developing a unified sports program? The resources below may be used as a guide for those interested in becoming a unified sports partner.

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If you are interested in signing up for the upcoming soccer season or would like more information in regards to unified sports, please leave the athlete's name, contact information, and age in the excel sheet provided below. A coach will contact you as soon as possible!