Enhancing disabilities: transhumanism under the veil of inclusion?

Technological developments for disabled athletes may facilitate their competition in standard elite sports. They raise intriguing philosophical questions that challenge dominant notions of body and normality. The case of 'bladerunner' Oscar Pistorius in particular is used to illustrate and defend 'transhumanist' ideologies that promote the use of technology to extend human capabilities. Some argue that new technologies will undermine the sharp contrast between the athlete as a cultural hero and icon and the disabled person that needs extra attention or care; the one exemplary of the peak of normality, human functioning at its best, the other representing a way of coping with the opposite. Do current ways of classification do justice to the performances of disabled athletes? The case of Oscar Pistorius will be used to further illustrate the complexities of these questions, in particular when related to notions of normality and extraordinary performances. Pistorius' desire to become part of 'normal' elite sport may be interpreted as an expression of a right to 'inclusion' or 'integration', but at the same time it reproduces new inequalities and asymmetries between performances of able and dis-abled athletes: we propose that if one accepts that Pistorius should compete in the 'regular' Olympic Games, this would paradoxically underline the differences between able and disabled and it would reproduce the current order and hierarchy between able and disabled bodies. © 2010 Informa UK, Ltd

Physical literacy in Europe: The current state of implementation in research, practice, and policy

Background/objective The holistic concept of physical literacy (PL) embraces different person-centered qualities (physical, cognitive, affective/psychological) necessary to lead physically active lifestyles. PL has recently gained increasing attention globally and Europe is no exception. However, scientific endeavors summarizing the current state of PL in Europe are lacking. Therefore, the goal of this study was to comprehensively assess and compare the implementation of PL in research, policy, and practice across the continent. Methods We assembled a panel of experts representing 25 European countries. Employing a complementary mixed-methods design, the experts first prepared reviews about the current state of PL in their countries (categories: research, practice/policy). The reviews underwent comparative document analysis, ensuring a transnational four-eyes principle. For re-validation purposes, the representatives completed a quantitative survey with questions reflecting the inductive themes from the document analysis. Results The document analysis resulted in ten disjunct themes (related to “concept”, “research”, “practice/policy”, “future/prospect”) and yielded a heterogenous PL situation in Europe. The implementation state was strongly linked to conceptual discussions (e.g., existence of competing approaches), linguistic issues (e.g., translations), and country-specific traditions. Despite growing scholarly attention, PL hesitantly permeates practice and policy in most countries. Nevertheless, the experts largely anticipate increasing popularity of PL for the future. Conclusion Despite the heterogeneous situation across Europe, the analysis has uncovered similarities among the countries, such as the presence of established yet not identical concepts. Research should intensify academic activities (conceptual-linguistic elaborations, empirical work) before PL may gain further access into practical and political spheres in the long term

“Dear IOC” Considerations for the Governance, Valuation, and Evaluation of Trends and Developments in eSports

In 2021, the International Olympic Committee ventured virtual space by launching their first ever Olympic Virtual Series – featuring virtual baseball, cycling, rowing, sailing and motor racing. Interestingly, all these virtual events take strongly after their physical counterparts. Which begs the question: Where are the massively popular esports games like Fortnite, League of Legends, and Dota?–What do the Olympic Virtual Series have that these popular video games do not? Here, we argue for the inclusion of esports within the Olympic program. In many respects, esports “act” and “behave” just like traditional sports. We argue that esports and traditional sports share many of the same values, like the values of meritocracy, competition, fair play, and the value of having a “level playing field”. Yet, in esports, many of these values remain underappreciated, losing out to negative values such as physical inactivity and game-addiction. To preserve what is worth preserving, we borrow from Value Sensitive Design to ameliorate the design-tensions that are foregrounded in esports. Thereby, paving possible ways toward the inclusion of esports in the Olympic program. Ultimately, the question for the IOC should not be “does it look like ‘real sport’, as we know it?”, but rather: are they sporting, rule-led, and fair activities worth preserving and setting an example for a new digitally savvy generation

Integrating Juggling with Math Lessons: A Randomized Controlled Trial Assessing Effects of Physically Active Learning on Maths Performance and Enjoyment in Primary School Children

There are tentative indications that physical activity (PA) during school time can be beneficial for children's academic performance. So far, most studies have focused on the effects of moderate-to-vigorous PA, for example, in the form of energizers or extra physical education lessons. Little is known about the effects of physically active learning, in which PA is integrated with the academic content of the lessons, especially in preadolescent children. Moreover, there is a lack of knowledge regarding the enjoyment of physically active learning in this age group. Therefore, the aim of the current study was to assess the effects of integrating juggling with math practice in primary school children, on (1) multiplication memorization performance and (2) enjoyment during the math lessons. We conducted a cluster randomized controlled trial, in which 312 children (mean age 10.4 years) from nine Dutch primary schools participated. Fourteen classes were randomly assigned to either a group that learned juggling whilst practicing multiplication tables (intervention group), or to a group that practiced the same multiplication tables while sedentary (control group). Both interventions had a duration of 5 weeks and consisted of 20 short lessons (4 lessons per week, 5 to 8 min). We used mixed-model analyses to examine the effect of the intervention on multiplication memorization performance. Group (control or intervention) was used as the fixed factor, and class and school as random intercepts. Analyses were adjusted for pretest multiplication performance, age, gender, general motor skill level, physical activity behavior (PAQ-C), and academic math performance. No significant intervention effect on multiplication performance were observed. However, the math-juggling program significantly increased enjoyment of children during the math lessons. We can conclude that the intervention did not improve, but neither deteriorated children's math performance. The increased enjoyment in the math-juggling group can serve as an important starting point for structurally incorporating physical activities in the classroom setting

A Design Space of Sports Interaction Technology

With this monograph we introduce a new, systematic taxonomy of Sports Interaction Technology (Sports ITech) that defines a design space of existing and future work in this domain. We set the taxonomy in a context of our view on sport science and sports practice, target outcomes of sports and the underlying factors influencing them, and the role that sports technology plays to support sports science and practice. In that setting we systematically build and illustrate a taxonomy for the design space for Sports ITech as a sub-area of sports technologies, with specific attention for the adequate inclusion of knowledge from the sports sciences. We build on the basis of existing taxonomies and a vast body of literature from multiple domains of HCI, technology, sports science, and related work in Sports ITech, complemented with what we identified as obvious gaps in the literature. We finally share the conclusions after a discussion of the limitations of our work. The contributions of this monograph are as follows. First, we offer a description of a design space, exemplified through existing work in a way suitable to support designers, technologists, and sports people with a design mindset to design, deploy, and adapt Sports ITech. Second, we see this as a call to action to bring HCI and the sports sciences closer together in the new field of Sports Interaction Technology, to set a shared agenda for future developments. Third, we offer this as the collation of a reading guide and wayfinding support in the literature from the many underlying disciplines of Sports Interaction Technology

Embodiment and fundamental motor skills in eSports

Electronic sports (eSports) and other variants of ‘digital sports’ have increased in popularity all over the world and may even come to challenge hegemonic concepts of sport. More relevant than the apparent opposition between ‘physical’ and ‘non-physical’ is the question what kind of embodiment is manifested within virtual environments. In this paper, we argue that eSports do require the learning and performance of motor skills and that embodiment within a virtual environment may be considered playful or even athletic. The type of skills that might be tested can even be considered fundamental movement skills. Under appropriate educational supervision, with knowledge of the game, eSports can be utilized for the development of specific elements of digital literacy. Although motor skills are a defining characteristic of eSports, we do not argue that eSports should be integrated within PE. These arguments have not so much to do with the status of physicality present (or not), but with differences in type of interactions and possibilities for body contact. The visibility of movement behavior, of interactions and rule violations are intrinsically related to the social and pedagogical values of movement education. The direct and visible interaction between learners can be considered important pedagogical tools in PE, when the context of movement education is being understood as broader than just learning sport skills

Wert, G. de (2007) Flopping, Klapping and Gene Doping; Dichotomies between ‘natural’ and ‘artificial’ in elite sport

The application of genetic technology seems to threaten what is considered natural in elite sport. This paper explores the role of genetic technology in elite sport and questions the significance of dichotomizing between the natural and artificial element. How do shifts in technology affect the attribution of the human element in athletic performance? To explore the attribution of human agency we compare the genetic enhancement of athletes with two other shifts of the 'natural performance' in sport: first, the introduction of a revolutionary high jump technique, the Fosbury flop, in 1968; and, second, the introduction of the klapskate in speed skating in 1997. The three cases show that artificiality as such can hardly be a criterion for evaluating processes of innovation. The context of elite sport is itself highly artificial. Boundaries between the natural body and the enhanced body are the outcome of institutional processes of boundary work. When discussing new technologies in sport it is better to ask if athletes are still playing the same game and whether or not there are equal opportunities and an equal distribution of means for playing the game. The introduction of gene technology may result in inequalities, with great impact on the outcome of the game. This outcome may be considered irrelevant for the inequalities that the game is supposed to produce and measure. Genetic enhancement may also threaten the public view of athletes as moral agents and possibly change the appreciation for human performance. © SSS and SAGE Publications

Physical literacy in Europe: The current state of implementation in research, practice, and policy

Background/objective: The holistic concept of physical literacy (PL) embraces different person-centered qualities (physical, cognitive, affective/psychological) necessary to lead physically active lifestyles. PL has recently gained increasing attention globally and Europe is no exception. However, scientific endeavors summarizing the current state of PL in Europe are lacking. Therefore, the goal of this study was to comprehensively assess and compare the implementation of PL in research, policy, and practice across the continent. Methods: We assembled a panel of experts representing 25 European countries. Employing a complementary mixed-methods design, the experts first prepared reviews about the current state of PL in their countries (categories: research, practice/policy). The reviews underwent comparative document analysis, ensuring a transnational four-eyes principle. For re-validation purposes, the representatives completed a quantitative survey with questions reflecting the inductive themes from the document analysis. Results: The document analysis resulted in ten disjunct themes (related to “concept”, “research”, “practice/policy”, “future/prospect”) and yielded a heterogenous PL situation in Europe. The implementation state was strongly linked to conceptual discussions (e.g., existence of competing approaches), linguistic issues (e.g., translations), and country-specific traditions. Despite growing scholarly attention, PL hesitantly permeates practice and policy in most countries. Nevertheless, the experts largely anticipate increasing popularity of PL for the future. Conclusion: Despite the heterogeneous situation across Europe, the analysis has uncovered similarities among the countries, such as the presence of established yet not identical concepts. Research should intensify academic activities (conceptual-linguistic elaborations, empirical work) before PL may gain further access into practical and political spheres in the long term