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Physical Activity as a Normalizing Experience for School-Age Children with Physical Disabilities

Implications for Legitimation of Social Identity and Enhancement of Social Ties

College of Liberal Arts, Southern Illinois University at Carbondale

Kimberly R. Greer

Department of Sociology and Corrections at Minnesota State University-Mankato

Children with physical disabilities are frequently excluded by classmates and discouraged from participating in such typical childhood experiences as physical activity. By being restricted from this context, these children have fewer opportunities to enhance physical and social skills. The purpose of this study is to examine the socialization potential of physical activity for children with physical disabilities. In-depth, tape-recorded interviews were conducted with 21 boys and girls with physical disabilities (age 10 to 17 years) regarding perceived outcomes of their physical activity and reactions of others toward their participation. Findings indicate that physical activity is a normalizing experience for these children because it facilitates perceptions of legitimating their social identity as children and provides a setting in which social networks with peers are enhanced. Implications of physical activity as a context for socialization of children with physical disabilities as well as a setting for their identity work are discussed.

Journal of Sport & Social Issues, Vol. 24, No. 4, 395-414 (2000)
DOI: 10.1177/0193723500244007


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