“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.

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.

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.

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.

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.

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.

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.

scholarly journals Do Children Accurately Estimate Their Performance of Fundamental Movement Skills?

2017 ◽  
Vol 5 (2) ◽  
pp. 193-206 ◽  
Author(s):  
Gabriela Almeida ◽  
Carlos Luz ◽  
Rui Martins ◽  
Rita Cordovil
Keyword(s):  
Physical Education ◽  
Physical Activities ◽  
Motor Competence ◽  
Balance Beam ◽  
Actual Performance ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
The Relationship ◽  
Different Levels ◽  
Walking Backward

An inaccurate perception of motor competence might compromise the engagement of children in physical activities and might be a problem in terms of safety in physical education classes or at playgrounds. The relationship between estimation and actual performance in children with different levels of performance in fundamental movement skills (FMS) was analyzed. Three hundred and three children (aged 6–10 years) were ranked according to their performance in FMS tasks: jumping, kicking, throwing, and walking backward (WB) on a balance beam. Tertiles were created for each task according to children’s performance. Before performing the tasks, children estimated their maximum performance. Absolute percent errors (i.e., deviation percentage from accurate estimations) and error tendency (i.e., frequency of underestimations, right judgments, or overestimations) were calculated. All performance groups tended to overestimate their skills at all tasks, except for the upper tertile group at the WB task (underestimation tendency). After controlling for age, children in the lower tertiles were consistently less accurate than children in the upper tertiles, exhibiting greater absolute percent errors for all the tasks. The overestimation tendency that was found might positively influence children’s engagement in physical activities, but unrealistic estimations might be a problem in terms of safety.

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.

Fundamental Movement Skills: An Important Focus

2016 ◽  
Vol 35 (3) ◽  
pp. 219-225 ◽  
Author(s):  
Lisa M. Barnett ◽  
David Stodden ◽  
Kristen E. Cohen ◽  
Jordan J. Smith ◽  
David Revalds Lubans ◽  
...  
Keyword(s):  
Physical Education ◽  
Future Research ◽  
International Conference ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Conference Presentations ◽  
Research Questions ◽  
Developmental Health ◽  
Pedagogical Approaches

Purpose:Recent international conference presentations have critiqued the promotion of fundamental movement skills (FMS) as a primary pedagogical focus. Presenters have called for a debate about the importance of, and rationale for teaching FMS, and this letter is a response to that call. The authors of this letter are academics who actively engage in FMS research.Method:We have answered a series of contentions about the promotion of FMS using the peer reviewed literature to support our perspective.Results:We define what we mean by FMS, discuss the context of what skills can be considered fundamental, discuss how the development of these skills is related to broader developmental health contexts, and recommend the use of different pedagogical approaches when teaching FMS.Conclusions:We conclude the promotion of FMS is an important focus in Physical Education (PE) and sport and provide future research questions for investigation.

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