Experiences in Physical Education: Exploring the Intersection of Visual Impairment and Maleness

2018 ◽  
Vol 35 (2) ◽  
pp. 196-213 ◽  
Author(s):  
Justin A. Haegele ◽  
T. Nicole Kirk
Keyword(s):  
Physical Education ◽  
Interpretative Phenomenological Analysis ◽  
Visual Impairments ◽  
Phenomenological Analysis ◽  
Adapted Physical Education ◽  
Primary Sources ◽  
Research Approach ◽  
Telephone Interviews ◽  
Field Notes

The purpose of this study was to adopt an explicitly intersectional approach to examine the embodied perspectives of males with visual impairments about physical education. An interpretative phenomenological analysis research approach was used, and six adults (18–33 years) who identified as males with visual impairments acted as participants. The primary sources of data were semistructured, audiotaped, telephone interviews and reflective field notes. Thematic development utilized a four-step interpretative phenomenological analysis-guided analytical process. Based on the data analysis, the following three interrelated themes emerged: (a) “I didn’t feel very integrated”: Noninclusionary experiences based on blindness; (b) “Oh great, where’s my cane now?”: Bullying, blindness, and maleness; and (c) “Okay, just do what you can”: Competitive culture glass ceiling. The themes highlight several issues that have been faced by males with visual impairments, which should be considered by physical education and adapted physical education personnel to enhance the quality of education for this population.

Fitness testing experiences in integrated physical education as reflected by adults with visual impairments

2019 ◽  
Vol 26 (4) ◽  
pp. 747-763
Author(s):  
Justin A Haegele ◽  
Xihe Zhu ◽  
Katherine Holland
Keyword(s):  
Physical Education ◽  
Interpretative Phenomenological Analysis ◽  
Visual Impairments ◽  
Primary Sources ◽  
Research Approach ◽  
Fitness Testing ◽  
Full Potential ◽  
Museum Exhibit ◽  
Telephone Interviews ◽  
Mixed Feelings

The purpose of this study was to describe the experiences of adults with visual impairments regarding fitness testing during their integrated physical education experiences. An interpretative phenomenological analysis research approach was used and 11 adults (ages 20–35 years) with visual impairments acted as participants. The primary sources of data were semi-structured audiotaped telephone interviews and reflective interview notes. Thematic development was undertaken using a three-step analytical process. Based on the data analysis, the following three interrelated themes were constructed from the data: (a) ‘decent at sit-ups, but the others were embarrassing’: mixed feelings about performance; (b) ‘I couldn’t reach my full potential’: forced exclusion/inclusion; and (c) ‘I felt like a museum exhibit’: navigating unwanted social attention. These themes extend the current literature by describing salient features of fitness testing that influence the meaning that individuals with visual impairments place on those experiences.

“My Eyes Have Nothing to Do With How My Legs Move”: Individuals With Visual Impairments’ Experiences With Learning to Run

2020 ◽  
Vol 37 (3) ◽  
pp. 253-269
Author(s):  
Katherine Holland ◽  
Justin A. Haegele ◽  
Xihe Zhu
Keyword(s):  
Physical Education ◽  
Interpretative Phenomenological Analysis ◽  
Visual Impairments ◽  
Primary Data ◽  
Research Approach ◽  
Telephone Interviews ◽  
Movement Skills ◽  
Analysis Process ◽  
Fundamental Movement Skills ◽  
K 12

The purpose of this study was to describe the reflections of adults with visual impairments about learning to run during K–12 physical education. An interpretative phenomenological analysis research approach was used, and eight adults (age 22–35 years) with visual impairments served as participants. Primary data sources were semistructured, audiotaped telephone interviews and reflective interview notes. Based on a thematic data analysis process, two themes were developed: (a) “I wouldn’t expect anything better from you”: running instruction in physical education and (b) “You look like the guy in the crosswalk signal”: making up for the shortcomings of physical education. The narratives portraying these themes highlight the lack of instruction that took place in physical education, and the fact that no running instruction occurred at all. These findings indicate that professionals working with individuals with visual impairments should use instructional strategies that will allow for maximum access to learning fundamental movement skills such as running.

Body image and physical education: Reflections of individuals with visual impairments

2018 ◽  
Vol 25 (4) ◽  
pp. 1002-1016 ◽  
Author(s):  
Justin Haegele ◽  
Xihe Zhu
Keyword(s):  
Body Image ◽  
Physical Education ◽  
Interpretative Phenomenological Analysis ◽  
Visual Impairments ◽  
Phenomenological Analysis ◽  
Study Data ◽  
The Body ◽  
Telephone Interviews ◽  
School Based ◽  
Purposive Sample

The purpose of this study was to examine reflections of body image development experiences in school-based physical education and sport among individuals with visual impairments. This qualitative study utilized an interpretative phenomenological analysis. A purposive sample of 10 participants (ages 21–34; eight female, two male) residing in North America were included. Semi-structured, audiotaped telephone interviews and reflective interview notes were data sources for this study. Data were analysed using a three-step process inspired by interpretative phenomenological analysis, and themes that were identified across participants were summarized, presented as results, and discussed concurrently. Based on the data, two interrelated themes were constructed: (a) ‘overweight and never really got proper exercise’: repercussions of exclusion, and (b) ‘the way I looked was very important’: social pressures informing body image. These themes expand the current literature by describing the influences school-based physical education and sport contexts can have on the body image development experiences of individuals with visual impairments. Exclusion from activities and peer social comparisons are highlighted as critical features of physical education and sport experiences that can affect body image among this population.

Socialization Experiences of First-Year Adapted Physical Education Teachers With a Master’s Degree

2020 ◽  
Vol 37 (3) ◽  
pp. 304-323
Author(s):  
Steven K. Holland ◽  
Justin A. Haegele
Keyword(s):  
Physical Education ◽  
Interpretative Phenomenological Analysis ◽  
Master's Degree ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
First Year ◽  
Research Approach ◽  
Occupational Socialization ◽  
Individuals With Disabilities ◽  
Master’S Degree

The purpose of this study was to examine the meaning that first-year adapted physical education teachers with a master’s degree ascribed to their occupational socialization experiences. An interpretative phenomenological analysis research approach was used, and occupational socialization theory was adopted as the theoretical framework. Five teachers participated in this study. The sources of data were a semistructured focus group interview, semistructured one-to-one interviews, and reflective interview notes. Thematic development involved a three-step analysis process informed by the research approach. Three themes were constructed: (a) interactions with individuals with disabilities and activity experiences, (b) recruitment of adapted physical education teacher education students, and (c) graduate training and initial workplace experiences. The constructed themes provide unique insight into how teachers are socialized into adapted physical education and the meaning they ascribe to various socialization experiences, such as the limited impact that interactions with individuals with disabilities had on the decision to pursue this career.

Understanding the Inclusiveness of Integrated Physical Education From the Perspectives of Adults With Visual Impairments

2020 ◽  
Vol 37 (2) ◽  
pp. 141-159 ◽  
Author(s):  
Justin A. Haegele ◽  
Samuel R. Hodge ◽  
Xihe Zhu ◽  
Steven K. Holland ◽  
Wesley J. Wilson
Keyword(s):  
Physical Education ◽  
Visual Impairment ◽  
Thematic Analysis ◽  
Sense Of Belonging ◽  
Visual Impairments ◽  
Qualitative Description ◽  
Data Sources ◽  
Research Approach ◽  
Telephone Interviews ◽  
Perceived Importance

The purpose of this study was to examine the perspectives of individuals with visual impairment toward inclusion and the inclusiveness of their integrated physical education experiences. A retrospective, qualitative-description research approach was used, and 10 adults (age 20–35 years) with visual impairments acted as the participants. The data sources included one-on-one telephone interviews and reflective interview notes. A theoretical thematic analysis approach was used to analyze the data. Three interrelated themes were identified: “I always felt like a misfit”: a missing sense of belonging, acceptance, and value; “I felt very excluded, very pushed to the side”: lack of access to activity participation; and “Even though it sucked, I do agree with it”: preference for integrated settings. Collectively, the participants recalled that experiencing feelings of inclusion during physical education were rare. Despite this, they expressed a perceived importance of being integrated in contexts with their peers.

The meaning of physical education and sport among elite athletes with visual impairments

2016 ◽  
Vol 23 (4) ◽  
pp. 375-391 ◽  
Author(s):  
Justin A Haegele ◽  
Xihe Zhu ◽  
Summer Davis
Keyword(s):  
Physical Education ◽  
Phenomenological Study ◽  
Elite Athletes ◽  
Visual Impairments ◽  
Study Data ◽  
Convenience Sample ◽  
Telephone Interviews ◽  
School Based ◽  
Field Notes ◽  
Contextual Characteristics

The purpose of this phenomenological study was to examine the meaning that elite athletes with visual impairments ascribed to their school-based physical education (PE) and sport experiences. A convenience sample of four elite male goalball athletes with visual impairment voluntarily participated in the study. Data were collected through semi-structured telephone interviews and reflective field notes, and an interpretive phenomenological analysis was conducted for theme development. Member checking, peer debriefing, and communicative validity were utilized to ensure trustworthiness. Even though the participants’ experiences varied due to their personal and contextual characteristics, four interrelated themes emerged from the data analysis: (a) PE teachers are central to PE experiences; (b) internalized exclusion; (c) athletic identity struggle; and (d) extracurricular opportunity. These themes are discussed in relation to the existing literature. Implications with regard to the education of PE teachers and the need for school-based PE and sport programming to better serve students with visual impairments are highlighted.

The meaning of youth physical activity experiences among individuals with psoriasis: A retrospective inquiry

2017 ◽  
Vol 25 (2) ◽  
pp. 374-388 ◽  
Author(s):  
Justin A Haegele ◽  
Patrick B Wilson ◽  
Xihe Zhu ◽  
T Nicole Kirk
Keyword(s):  
Physical Activity ◽  
Interpretative Phenomenological Analysis ◽  
The United States ◽  
Phenomenological Analysis ◽  
Telephone Interviews ◽  
Analysis Process ◽  
Youth Physical Activity ◽  
Embodied Experiences ◽  
Field Notes ◽  
The Impact

The purpose of this study was to examine the meaning that individuals with psoriasis ascribed to their youth physical activity experiences. This qualitative, retrospective inquiry was based on an interpretative phenomenological analysis. A purposive sample of six participants (ages 20–46; four female, two male) residing in the United States were included. Semi-structured, audio-taped telephone interviews and reflective field notes acted as sources of data for this study. Thematic development was undertaken using a four-step interpretative phenomenological analysis process and themes identified across participants were summarized, presented as results, and discussed concurrently. Based on the data analysis, three interrelated themes were constructed from the participant transcripts: (a) “I just stopped signing up”: the impact of physical discomfort; (b) “kids started calling me ‘Flake’”: embarrassment, social anxiety, and bullying; and (c) “I felt like he was calling me out”: disclosing psoriasis to stakeholders. These three constructed themes provide unique insight into the embodied experiences of those with psoriasis, and fill a previous gap in the extant literature. Practitioners aiming to increase physical activity engagement among this population can use these findings to design more effective programmes and strategies that address the needs identified in this investigation.

Financial Interdependence among Malay Older People in the Community: An interpretative phenomenological analysis

2017 ◽  
Vol 2 (5) ◽  
pp. 135
Author(s):  
Ahmad Shahir Abdul Mutalib ◽  
Akehsan Haji Dahlan ◽  
Ajau Danis
Keyword(s):  
Quality Of Life ◽  
Older People ◽  
Interpretative Phenomenological Analysis ◽  
Publishing House ◽  
Phenomenological Analysis ◽  
Financial Assistance ◽  
Depth Interview ◽  
International Publishing ◽  
Open Access Article

This study explores the practice of financial interdependence among Malay older people who live in the community in Malaysia. Eleven Malay older people participated in this qualitative study by an in-depth interview. The data was analyzed using six stages of the interpretative phenomenological analysis. Two main themes emerged from the interview transcripts are issues regarding living expenses and financial assistance. Financial interdependence is one of the most effective ways for the Malay older people in the community in Malaysia to adapt their retired status, to achieve maximum life satisfaction and productivity thereby improving their overall quality of life.Keywords: Financial interdependence, Older people, Quality of life, Interpretative phenomenological analysisISSN: 2398-4287© 2017. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

scholarly journals P059 QUALITY OF LIFE IN COMPLEX ABDOMINAL WALL HERNIA PATIENTS

2021 ◽  
Vol 108 (Supplement_8) ◽  
Author(s):  
Olivia Smith ◽  
Srinivas Chintapatla ◽  
Praminthra Chitsabesan
Keyword(s):  
Quality Of Life ◽  
Qualitative Study ◽  
Abdominal Wall ◽  
Interpretative Phenomenological Analysis ◽  
Abdominal Wall Hernia ◽  
Phenomenological Analysis ◽  
Social Processes

Abstract Aim determine themes reported as important to Quality of Life (QoL) in Complex Abdominal Wall Hernia (CAWH) patients Material and Methods 15 purposively sampled CAWH patients were interviewed using topic guides (8 men and 7 women aged between 36 to 85 years [median = 65 years] covering all VHWG grades). All verbatim transcripts were coded and analysed using NVIVO12 software and Interpretative Phenomenological Analysis (IPA) until thematic saturation. Results 3 overarching groupings and 5 superordinate themes were identified. Each superordinate theme is associated with several subordinate themes: Conclusions This is the first phenomenological qualitative study in CAWH patients. The themes presented are interrelated and should shape our understanding of QoL in CAWH. Current QoL tools do not incorporate all aspects identified by this study. Further research is needed in order to generate a standardised CAWH QoL instrument which incorporates bio-psycho-emotional-social processes important to patients as identified by patients.

The experiences leading to resignation of female audit managers: an interpretative phenomenological analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jurika Groenewald ◽  
Elza Odendaal
Keyword(s):  
Gender Inequality ◽  
Interpretative Phenomenological Analysis ◽  
Role Theory ◽  
Gender Diversity ◽  
Phenomenological Analysis ◽  
Research Approach ◽  
Structured Interviews ◽  
Homogeneous Sample ◽  
Content Type ◽  
Audit Firms

Purpose Considering the benefits that gender diversity could bring to audit firms, especially in a time when the audit profession faces criticism and the COVID-19 pandemic has widened the gender inequality gap, this study aims to explore the lived experiences of female former audit managers from a social role theory and role congruity theory perspective, to understand the factors that contributed towards their resignations. Design/methodology/approach An exploratory qualitative research approach and an interpretative phenomenological analysis design were used. Semi-structured interviews were conducted with senior female audit managers who had resigned from Johannesburg Stock Exchange-accredited audit firms. Findings The female former audit managers reported their unique experiences in terms of a lack of transparent career progression discussions, audit firms being run by “old boys’ clubs” and unfair treatment linked to bias, job overload and indistinct ambitions to become audit partners. Research limitations/implications The homogeneous sample included a small number of female participants from a limited number of audit firms. Originality/value The findings could inform audit firms how to address the factors contributing to female audit managers’ resignations and to challenge stereotypes to retain more women for promotion to audit partner-level, thereby capitalising on the benefits of a diversified management structure that could lead to higher quality audits and address gender inequality.

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