Mutliclass Sport

At times, children with disability will wish to be included in competitive sport. Indeed, all sport is competitive, as the rules of sport create a contest.

The Paralympics is a great example and reminder that disability sport, or Multiclass and Para divisions in sport, provide a separate opportunity for children with disability to take part in a fair contest, in a way that takes into account their disability.

It is important to understand that the Multiclass or Para rules for sport do not necessarily make the experience fair or inclusive; nor does it provide for every child with a disability. However, the Multiclass or para system is the best that there is available at this time, and that does provide some children with disability a good competitive opportunity.

There are several challenges with the Multiclass or Para system, that mean that even when the system is supposed to provide a child with disability an ‘Inclusive’ opportunity it does not. The challenges also mean that the delivery of the sport for children with disability can be a negative experience for the child and their families, or that it could be done better to attract more children with disability to the sport, and provide optimal experiences for children with disability.

This Guide explains the (often unknown or ignored) challenges with the Classification system, and the challenges with the implementation of sport for children with disability when that system is used—particularly when it is not used properly. The system can be challenging enough; if we can limit or prevent the challenges, we can make sport for children with disability great.

This Guide is premised on two concepts. First, that we need to make adaptions/accommodations adjustments to sport to provide children with disability fair and meaningful contests; and second, that we need to balance adjustments with treating children with disability in a way that treats them as comparably as possible to their mainstream peers, whilst respecting their difference and their wishes.

Importantly, this Guide (hopefully) provides some ‘tips’ that have been gathered from the parents and athletes who have experienced several para/multiclass sports, to help in delivering sport in way that will assist in making the experience as good and simple as possible for all.

This Guide relates to primarily Swimming, Athletics and Triathlon, as they are the most prevalent and accessible (in terms of offering) sports for children with disability in the individual space.

There is another guide for team sports. 

Classification

There is a formal classification system for some sports. That Classification system is usually governed by the National Sporting Organisation. Athletes will need to be classified in accordance with the rules of the organisation to be included in any ‘multiclass’ or para division or be recognised as having a disability.

It is important to understand that if a child is not classified then, there is no category for them to compete with any fairness. They are left to take part in the mainstream. A child who has a disability and cannot be classified and therefore competes in the mainstream, may find themselves at a disadvantage in the contest. This can be overwhelming and potentially a negative experience in sport.

If a child has a classification, it is important to understand their class in the sport, and what the rules are in relation to that class. For example, there are rules around a vision impaired athlete running with guides and/ or glasses. It is important to know and understand those rules when providing them competitive opportunities.

Classification systems are a relatively complex system that attempts to have athletes grouped into a category that means that they are similarly affected by their impairment. That is simple when, for example, their impairment is exactly the same—each missing the same part of the same leg. That does not ever occur. So, the classes encompass a band of different types of impairments with a range of different impacts. So, a person may be in a class and at the ‘top’, ‘middle’, or ‘bottom’ of the class/band.

Next, the classification systems do not take into account multiple impairments, and in particular, the class will take into account physical impairments and not cognitive, or Intellectual Impairments but not physical.  Swimming is the best example, where II athletes are S14, and if they have a physical impairment, it is not taken into account; and S1-10 are physical, and do not take into account cognitive impairments. In this way, an athlete with both types of impairment are not provided a class that captures their impairments.

Additionally, the classification system means that athletes are vying for the closest to the ‘world record’ or ‘world mark’ in their event in sports such as swimming and athletics. The result the athletes receive is a percentage of the world record. This means that when classes compete against one another, they are trying to get as close to their world record in their class as they can. In some classes that will be easier than in others, depending on who set the world mark. For example, Alexa Leary might have the the world mark in the S9, and be one of eh best swimmers ever seen in the women’s class; whereas, the S7 in the same event do not have as talented a world record holder. That makes the S9 task more difficult. It also means that sometimes, the word record in a lower class might be faster than the higher classes. For example, the 50m backstroke for the women’s S9 is faster than the S10 record—when that class is less impaired. 

This Guide demonstrates that we should have some understanding that classifications do not ensure fair contests. It is important to understand that when offering sport classification. Do not assume that the child or their parents have had a simple, fair and smooth experience. If possible, provide information about the system being used, and why the outcome might be as it is.

Results

When determining the results in multiclass events, it is important to ensure that the results are determined and published in a timely manner. Because results are not first past the post and the athletes are in different classes, it can be a complicated equation to determine who the winner is. There are however spreadsheets and formula that assist in quickly determining the order of rank for the results.

It is important that these programs don’t ‘break down’, or become inoperable, or have glitches that produce errors.

Results should be properly determined for multiclass events. The calculation and formula needs to be applied. These children need the events to be conducted consistently, and not have different ways of delivering the events from carnival to carnival.

Children should be given their percentage calculation for the event, so they can use that to improve.

The way the calculation is determined should be available for the children and their parents to see.

Organising Events

When organising and conducting events, there are some simple ways to ensure the events are delivered in the best way possible.

1.       Schedule the events in single (or double /combined if that is the mainstream) age groups and genders, if possible, just like the mainstream.

2.       Do not have races of combined ages ad genders if possible. So, even if it is 13-15’s, that is better than having an event for 11yo-Opens.

3.       Provide a Multiclass option in every event—just like the mainstream.

4.       Permit the children to take part with the mainstream if they want to but reward them as a multiclass athlete. This is particularly if they are the only one or two in an event.

5.       If you have the Multiclass children take part physically together, make it clear how you will medal them—ages/genders/ groups.

6.       Schedule the Multiclass event at the beginning (not after everyone else) or at the same time as their peers. For example, the 15 Boys 1500m, then the 15 Boys MC 1500m.

7.       Conduct Field events together with the mainstream age and gender.

8.       Provide medals and ceremonies for the Multiclass and announce winners—just as you do the mainstream. At the same time, in the same way.

9.       If you might not have enough medals, make sure it is not the Multiclass children who miss out. The 17 yo (mainstream) should be the first to miss out and have their medal posted to them.

10.   Be prepared to publish the scores for the MC events. Not just the order they finished in.

11.   Provide the adaptions required. If it is a light for the start, ensure that it is available and working well before the event; if it is support at the start, ensure that it is clear that they are permitted that support.

12.   If there are rules in place to help provide a fair contest—enforce the rules. For example, requiring athletes stay in their lanes, or doing the correct stroke.

13.   If there are rules that are overly technical and come from the ‘world level’ consider making those more flexible. For example, disqualification of an athlete for breaking or not kicking properly if it was minor.

14.   Do not change the course or rules on an athlete on the day of the event, unless it is very easy to understand and adapt to, or in their favour. For example, do not change the triathlon course on the day.

Language and Information

When conducting events, there are some simple ways to ensure the events are delivered in the best way possible, and language and information is very helpful.

Provide the same information in the same way for multiclass and mainstream. If there is information in a program or scheduled, then include multiclass in that. Make it clear that there are multiclass events. If there are results published, then include multiclass results.

On registration, provide information about the multiclass events, and provide a place to indicate that the athlete has a disability. Invite information from the athlete about what their needs are, and how the sport could provide access or help them enjoy the event the most.

Use photographs pf para-athletes to promote the event/s, and in the programs.

When introducing a new rule or applying a rule for the first time at your meet—explain that this is what is to occur.

If you cancel an event or change it—explain why.

Do not use patronising or pitiful language. Do not claim that an athlete is inspiring or amazing just because they have a disability.

Do not encourage cheering or clapping for a multiclass athlete coming a long way behind others.

Ask a multiclass athlete if they would like to be identified as a multiclass athlete.

If the reason a rule or event is to be provided like it is, is for safety, make that clear and ensure that you have evidence to support that.

Do not presume that the children know or understand the rules, or what you are telling them. Find out about the children in the event and how much instruction or support they require. Tailor your instructions and assistance to the children you have in the event.

Awards and Prizes

Award multiclass just as you would the mainstream.

If there is only one 12 year old in the multiclass, then they win… just as if that occurred in mainstream, the mainstream=m child would receive the medal.

Do not presume that a multiclass pathway is easier to advance through than the mainstream. You do not know what the child had to encounter to be in the event, and performing as they do.

Award Age champions for multiclass. If you would like, you could make a combined double age. But any greater than this is unfair. If there is a ‘champion’, ensure that the contest for champion was calculated uniformly across all athletes. 

Adjustments

Be prepared to permit parents to assist with multiclass athletes. They will know their child best, and be able to assist in making adaption, or keeping the child comfortable.

Similarly, do not presume that the parents want to be involved, and provide a multiclass coordinator to assist the children in finding events and navigating the day.