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.

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.

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.

Physical Education Experiences at Residential Schools for Students who Are Blind: A Phenomenological Inquiry

2017 ◽  
Vol 111 (2) ◽  
pp. 135-147 ◽  
Author(s):  
Justin A. Haegele ◽  
Takahiro Sato ◽  
Xihe Zhu ◽  
Timothy Avery
Keyword(s):  
Physical Education ◽  
Social Dynamics ◽  
Visual Impairments ◽  
The United States ◽  
Study Data ◽  
Residential Schools ◽  
Physical Education Teachers ◽  
Adult Males ◽  
Telephone Interviews ◽  
Improve Instruction

Introduction Recently, researchers have explored the perspectives of those with disabilities to better understand their experiences in physical education. However, little has been done with focusing on those with visual impairments. Utilizing a qualitative interpretive phenomenological analysis framework, the purpose of this study was to examine the meaning that adults with visual impairments who attended residential schools for students who are blind ascribed to their physical education experiences. Methods A group of five adult males who attended physical education at residential schools in the United States were purposely selected for this study. Data were collected via semistructured telephone interviews and reflective interview notes. Data were analyzed using a five-step analytical process, and recurring themes were summarized and presented as results. Results and discussion Two broadly defined interrelated themes emerged from the participants’ narratives. One theme, “being the only blind guy, to being one of the crowd,” explained how differences in school settings contributed to the differences experienced by participants when attending residential and public or community schools. Cumulatively, participants described their residential school experiences as more inclusive and explained feelings of “being normal.” The second theme, “the bullies and the bullied,” explained the lived experiences of participants within the social dynamics of physical education environments and showed perceptions of those who were “able” and “less able.” Implications for practitioners Listening to the voices of individuals with disabilities can afford researchers and teachers with a better understanding of how they experience classes and help identify strategies to improve instruction. Two important implications for physical education teachers derived from this study were to ensure that adaptations are made to meet students’ needs, and that students are afforded choices within their physical education curriculum. Furthermore, in addition to experiences of bullying in inclusive settings, practitioners must be aware of these instances in residential schools as well.

scholarly journals “The Education System is Broken:” The Influence of a Sociocultural Foundations Class on the Perspectives and Practices of Physical Education Preservice Teachers

2019 ◽  
Vol 38 (4) ◽  
pp. 377-387 ◽  
Author(s):  
Shrehan Lynch ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Thematic Analysis ◽  
Teacher Educator ◽  
Data Sources ◽  
Problem Posing ◽  
Critical Awareness ◽  
Stimulated Recall ◽  
Inquiry Approach ◽  
Stimulated Recall Interviews

The purpose of this study was to determine the influence of one sociocultural foundations class taught by Florence, a teacher educator, on the perspectives and practices of two physical education preservice teachers (PTs), Michael and Bob. Within a narrative inquiry approach, data sources were nonparticipant observation, intraviews, conversations, exit slips, digital interactions, responses to three fictional physical education teaching scenarios, a fictional curriculum outline, three stimulated recall interviews, documents, and various forms of visual data. Theoretical thematic analysis was employed to work with and make sense of the data. Findings indicated that both PTs faced frustration and discomfort during class. Nevertheless, the class resonated and raised the PTs’ critical awareness of sociocultural issues related to physical education. Key reasons for the apparent success of the class were the deinstitutionalizing pedagogical methods employed by Florence and Florence’s “problem-posing” education which prompted the PTs to question their perspectives and assumptions about society and culture.

Inclusive Physical Education from the Perspective of Students with Physical Disabilities

2000 ◽  
Vol 17 (2) ◽  
pp. 144-160 ◽  
Author(s):  
Donna L. Goodwin ◽  
E. Jane Watkinson
Keyword(s):  
Physical Education ◽  
Focus Group ◽  
Students With Disabilities ◽  
Thematic Analysis ◽  
Sense Of Belonging ◽  
Physical Disabilities ◽  
Focus Group Interviews ◽  
Field Notes ◽  
Group Interviews ◽  
Negative Feelings

The study describes the phenomenon of inclusive physical education from the perspective of students with disabilities. The experience of 9 elementary school-aged students with physical disabilities (6 males and 3 females with a mean age of 11 years, 1 month) was captured by way of focus group interviews, field notes, and participant drawings. The thematic analysis uncovered a persistent dichotomy in how the participants experienced physical education. Good days were revealed in the themes of sense of belonging, skillful participation, and sharing in the benefits. Bad days were overshadowed by negative feelings revealed in the themes of social isolation, questioned competence, and restricted participation. The students’ experiences were discussed within the conceptual framework of ecological perception and affordance theory (Gibson, 1977, 1979).

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.

Examining physical education experiences at integrated and residential schools for students with visual impairments

2020 ◽  
Vol 38 (3) ◽  
pp. 312-323
Author(s):  
Rebecca Coffey ◽  
Justin A Haegele ◽  
Xihe Zhu ◽  
Jonna Bobzien
Keyword(s):  
Physical Education ◽  
Visual Impairments ◽  
Phenomenological Approach ◽  
Study Data ◽  
Residential Schools ◽  
Support Needs ◽  
Telephone Interviews ◽  
School Settings ◽  
Interpretative Phenomenological Approach ◽  
Perceived Teacher Support

This study examined how individuals who experienced physical education in both integrated and residential school settings viewed their physical education experiences. A retrospective interpretative phenomenological approach (IPA) was used, and five adults with visual impairments (aged 20–35 years; three males, two females) were enrolled in this study. Data collection included semi-structured telephone interviews and reflective interview notes, which were analyzed thematically using a three-step process. Two interrelated themes emerged from the data. In the first theme – feelings about being included and excluded – participants described that across school settings, inclusivity and exclusivity were central to how they understood their physical education experiences. The second theme – support needs met at residential schools – described how perceived teacher support and feelings of relatedness with peers were identified as important factors related to their willingness to explore the environment and engage in physical education curricula.

“We can’t do anything”: The experiences of students with visual impairments in physical education classes in Brazil

2018 ◽  
Vol 36 (2) ◽  
pp. 152-162 ◽  
Author(s):  
Maria Luíza Tanure Alves ◽  
Justin A Haegele ◽  
Edison Duarte
Keyword(s):  
Physical Education ◽  
Sense Of Belonging ◽  
Subjective Experience ◽  
Visual Impairments ◽  
Structured Interview ◽  
Female Students ◽  
Male Students ◽  
Physical Education Teachers ◽  
Analysis Technique ◽  
Interview Guide

Inclusion is a subjective experience related to sense of belonging and acceptance. In this way, the specific nature of a disability can have particular implications on the obstacles one experiences in physical education. Thus, the main objective of this study was to investigate the experiences of students with visual impairments in physical education classes in Brazil from an individual and subjective perspective. Eight students with visual impairments (five female students and three male students) between 13 and 18 years participated in the study. Interviews, which utilized a semi-structured interview guide, were used to obtain important information from the students. Interview transcripts were analyzed by the content analysis technique. Results revealed two main themes: (1) participation and (2) social interaction. Exclusion from physical education activities was omnipresent among the experiences of students with visual impairments. Physical education teachers did not recognize physical education classes as a place for student with visual impairments.

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.

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