Lived Experience in Sport: The case of Inclusiveness Rhythmic Gymnastics

Through phenomenology's theory, we recognize the body as a way of being in the world (MERLEAU-PONTY, 1999). The relationship me-other-world, in constant dialectic, drives the way of seeing and feeling the world that recognizes bodily practices in their biological, cultural, social, and psychic interfaces. In the meantime, the research describes the perception of the experience lived by a rhythmic gymnastics (RG) athlete with Down Syndrome (DS) who represents Brazil in national and international events. Using a qualitative research approach, data collection was carried out with an RG athlete with DS using a semi-structure phenomenological interview, interviews with visual method (elicitation of artifacts and /or photos), non-participant observation of a competitive event with the participation of the athlete and memos of the researcher. The validity and reliability of the data was performed by triangulating the findings with peer review. For data analysis, we had the phenomenological attitude. In the lived experience description, the athlete remembers her life story and pedagogical methodologies in the practice of dance that instilled a relationship of comparison and low estimate of her movement’s possibilities. When she was invited to join an RG group, she recalled the coach’s attention to her potential. Nevertheless, she chooses from photos, gym apparatus, medals, and magazines the affirmation of her knowledge, standing up to teach movements and explain what she has experienced. Throws, receptions, jumps are aimed at people with DS: levels of difficulty and composition requirements seem to be oriented to the characteristics of people with disabilities, realizing the concept of inclusion. Our analyzes revealed the role of sporting events in consolidating the sporting experience. . It is not just quantitative goals that prevail (such as podium and numerical scores). Paradoxical feelings and emotions emerged: anxiety and relief, joy and disappointment, which indicated that the reaction and recognition of these states were essential for achieving performance. Especially in the competition, she exposed the judges’ role in living the sport: getting into the floor and seeing them prepared for the judgment does not inhibit, but rather encourages perseverance. Recognizing herself as an athlete, she advocates for respect and esteem: an example of resilience, strength, discipline (LACERDA, 2019) that has gone beyond admission limits (VAZ, 1999): body biotype and ease of weight gain and attention to nutritional aspects, manipulation of the RG apparatus with small hands and visual acuity and the use of glasses, pain and fatigue intrinsic to training (alluding not just to injuries, but the physical adaptations to the training stimuli). The training routine and participation in events makes her an athlete that transcends doing sports in itself: she reached the lived world and the body-subject, as she elucidates "gymnastics is my life": If we defend sport for everyone, this project encourages us to affirm that feeling like an athlete in the world is also for everyone. Whether in the scope of active life or performance, the person with DS perceives the sporting world experience in its entirety. By the precepts of corporeality, rethinking actions that open up the potential of doing sports (PATRICIO, CARBINATTO, 2021) effectively sensitive and inclusive.