ABSTRACT
Understanding the complexity of coaching in disability sport remains a pressing concern. While interest in disability sport continues to grow there is a relative lack of insight into coaching, particularly research which illustrates a ‘grounded’ perspective on practice. An intellectual disability is characterised by significant limitations both in intellectual functioning and in adaptive behaviour as expressed in conceptual, social and practical adaptive skills. A key component of coaching in disability sport is recognising the unique relationship between the players, parents and coaching staff. The medical model has historically been dominant in understanding disability and positioning research. It is clear that the medical–social model binary can influence coaching environments, and it too has structured much debate within critical disability studies. The social relational model is useful in highlighting the relational nature of both coaching and disability and is a helpful reflective tool for coaches to scrutinise their behaviour and practices.
