scholarly journals Physical Education Experiences of Alaskan Youths with Visual Impairments: A Qualitative Inquiry

2019 ◽  
Vol 113 (1) ◽  
pp. 57-67 ◽  
Author(s):  
Justin A. Haegele ◽  
Maggi Buckley
Keyword(s):  
Physical Education ◽  
Peer Relationships ◽  
Visual Impairments ◽  
Geographic Location ◽  
Study Data ◽  
Qualitative Inquiry ◽  
Convenience Sample ◽  
Face To Face ◽  
Line Process ◽  
Field Notes

Introduction: Examining the experiences of students with visual impairments about physical education can lead to a better understanding of how they perceive lessons, activities, and interactions with teachers and peers. Although research in this area of inquiry is growing, the existing literature is limited by geographic location. More specifically, most research in this area has been conducted by examining the experiences of individuals living in the lower 48 states of the contiguous United States. Thus, the purpose of this study was to explore the physical education experiences of Alaskan youths with visual impairments. Methods: A convenience sample of four Alaskan youths with visual impairments were recruited to participate in this study. Data were collected via semistructured face-to-face interviews, reflective field notes, and observation notes. Data were analyzed thematically using a four-step line-by-line process, and emergent themes were displayed as findings and discussed concurrently. Results and discussion: Two interrelated themes were constructed from the participants’ narratives. One theme, “accommodation needs met and unmet,” described the participants’ experiences with needed accommodations in physical education and the feelings they ascribed to instances where needs were met or unmet. The second theme, “deleterious peer relationships,” depicted peer relationships in physical education between the participants’ and those without visual impairments and revealed several challenging types of interactions that typified those relationships. Interestingly, although the participants in this study described participating in physical education activities that may be unique to those experienced in the lower 48 states, their experiences with peers and teachers were consistent with those portrayed in research conducted throughout the country. Implications for practitioners: The themes that emerged from this study should be considered by physical education personnel providing services in this, and other similar, geographic regions when planning and providing physical education programming to students with visual impairments.

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.

Home care packages: insights into the experiences of older people leading up to the introduction of consumer directed care in Australia

2017 ◽  
Vol 23 (2) ◽  
pp. 162 ◽  
Author(s):  
Jenny Day ◽  
Ann Clare Thorington Taylor ◽  
Peter Summons ◽  
Pamela Van Der Riet ◽  
Sharyn Hunter ◽  
...  
Keyword(s):  
Home Care ◽  
Older People ◽  
Study Data ◽  
Care Quality ◽  
Two Phase ◽  
Face To Face ◽  
Before And After ◽  
Qualitative Descriptive ◽  
Care Coordinators ◽  
Field Notes

This paper reports phase one, conducted from March to June 2015, of a two-phase, qualitative descriptive study designed to explore the perceptions and experiences of older people before and after the introduction of consumer directed care (CDC) to home care packages (HCP) in Australia. Eligible consumers with a local HCP provider were mailed information about the study. Data collection occurred before the introduction of CDC and included face-to-face, in-depth interviews, summaries of interviews, field notes and reflective journaling. Semi-structured questions and ‘emotional touchpoints’ relating to home care were used to guide the interview conversation. Line-by-line data analysis, where significant statements were highlighted and clustered to reveal emergent themes, was used. Five older people, aged 81 to 91 years, participated in the study. The four emergent themes were: seeking quality and reciprocity in carer relationships; patchworking services; the waiting game; and technology with utility. Continuity of carers was central to the development of a trusting relationship and perceptions of care quality among older consumers. Care coordinators and workers should play a key role in ensuring older people receive timely information about CDC and their rights and responsibilities. Participants’ use of contemporary technologies suggests opportunities to improve engagement of HCP clients in CDC.

Physical activity experiences of youth with visual impairments: An Alaskan perspective

2017 ◽  
Vol 35 (2) ◽  
pp. 103-112 ◽  
Author(s):  
Justin A Haegele ◽  
Amanda Yessick ◽  
T Nicole Kirk
Keyword(s):  
Physical Activity ◽  
Qualitative Methodology ◽  
Visual Impairments ◽  
Study Data ◽  
Structured Interviews ◽  
Convenience Sample ◽  
Case Study Design ◽  
Exploratory Case Study ◽  
Analytic Process

The purpose of this study was to explore the physical activity experiences of youth with visual impairments living in Alaska. This study utilized a descriptive-qualitative methodology using an exploratory case study design. A convenience sample of four (one female, three males; aged 12–18 years) Alaskan youths with visual impairments participated in this study. Data included semi-structured interviews, reflective interview notes, and observational notes. Data were transcribed verbatim, and thematic development was undertaken inductively using a three-step analytic process. Based on the analysis, two interrelated themes emerged from the data: (a) “I don’t really participate in sports other than at camp”: preferences for unstructured activities and (b) “my sister’s willing to do anything”: familial impact on physical activity. Results of this study can help inform future efforts to promote physical activity engagement among youth with visual impairments, particularly those living in geographic areas similar to Alaska.

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.

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.

Perceptions of the Home Environments of Graduate Students Raised in Poverty

2018 ◽  
Vol 29 (2) ◽  
pp. 91-115 ◽  
Author(s):  
Jacqueline S. Turner ◽  
Joyce Juntune
Keyword(s):  
Academic Success ◽  
Graduate Students ◽  
Narrative Analysis ◽  
Comparative Method ◽  
Study Data ◽  
Qualitative Inquiry ◽  
Support Network ◽  
Advanced Degrees ◽  
Face To Face ◽  
Telephone Interviews

Current literature has identified a growing achievement gap experienced by students raised in poverty. However, some students from poverty can defeat the odds and succeed academically with advanced degrees. Nine graduate students self-identified as being raised in poverty participated in this study. The home-related experiences that led to their academic success were explored. Basic qualitative inquiry and constructivist narrative analysis were used as a framework for this study. Data collection methods included face-to-face and telephone interviews. Data transcriptions were coded and analyzed using the constant comparative method. Findings suggest that graduate students raised in poverty need a broad support system inside and outside the home. They also indicated that activities and routines were critical to their continued academic success and how academic work often became an escape from the chaos around them. This study calls attention to the academic importance of a broader support network for students raised in poverty.

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.

scholarly journals “Missed opportunities”: Adults with visual impairments’ reflections on the impact of physical education on current physical activity

2018 ◽  
Vol 37 (1) ◽  
pp. 40-49 ◽  
Author(s):  
Amanda Yessick ◽  
Justin A Haegele
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Physical Education ◽  
Visual Impairments ◽  
Structured Interview ◽  
Study Data ◽  
Missed Opportunities ◽  
School Based ◽  
Meaningful Experiences ◽  
The Impact

Research suggests that adults with visual impairments tend to participate in inadequate amounts of physical activity and are at high risk for developing health-related conditions. The most likely environment for youth with visual impairments to learn about physical activity is school-based physical education (PE) classes. However, little research exists examining the influence of PE on lifelong physical activity for those with visual impairments. Therefore, the purpose of this study was to explore the perspectives of adults with visual impairments toward the impact of PE on their current physical activity participation. Sixteen participants (7 males and 9 females) with visual impairments who attended integrated public schools and private schools participated in this study. Data were collected through semi-structured, audio-taped telephone interviews and reflective field notes. A semi-structured interview guide was used to ensure that the same lines of inquiry were pursued across participants. Member checking, peer debriefing, and communicative validity were utilized to support trustworthiness. An inductive analysis was used to interpret the data. Two key themes were revealed. The first theme, ineffectual PE experiences, described participants’ beliefs that PE experiences had little impact on their current physical activity. The second theme, retrospective needs, revealed modifications the participants believed would have improved their PE experiences. One of the primary objectives of PE is to provide the tools needed for lifelong physical activity. Upon completion of the study, most participants indicated that they considered themselves to be physically active in adulthood. However, this was attributed to meaningful experiences outside of their respective school-based PE classes.

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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