ABSTRACT
As a practitioner I do not often read academic texts and it is not because I do not want to stretch myself. When I do bring myself to read I often get frustrated with the lack of immediacy and relevance presented. In my mind, if a paper is about ‘inclusion’, ‘teaching styles’ or ‘skill development’ it should have an underlying point that can be applied to a practical teaching or coaching situation. If the paper requires translation – and by this I mean having to grapple with theories and concepts to eventually come to some conclusion that you would have arrived at without actually reading the paper – then these papers can become rather pointless. My work is grounded in practice and I need to say this from the outset in order that you understand where I am coming from. I want to read papers that are creative, engaging and above all can make a real difference to youth sport practices. My chapter specifically focuses on practice and the realities of attempting to work with young disabled people and practitioners who work in youth sport. There is an absence of explicit theorizing, instead I present, what I consider to be an important story about a number of practitioners who strive to support others in order that they can navigate through the daily challenges and opportunities that inclusion in youth sport poses.
