"They're Either Going to Find Ways to Include You or They're Just Kind of Not": Experiences of Students With Orthopedic Impairments in Integrated Physical Education.

IF 1.7 3区医学 Q2 REHABILITATION

Adapted Physical Activity Quarterly Pub Date : 2022-03-14 DOI:10.1123/apaq.2021-0184

Katherine Holland, J. Haegele, Xihe Zhu, Jonna Bobzien

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引用次数: 0

Abstract

This study explored the experiences of students with orthopedic impairments in integrated physical education (PE) classes. An interpretative phenomenological analysis research approach was used, and six students with orthopedic impairments (age = 10-14 years) served as participants. Data sources were semistructured, audiotaped interviews and reflective interview notes. Based on data analysis, three themes were developed-"Without it, they probably would like, just treat me normal," visibility, disclosure, and expectations; "I sit out," limited participation and a lack of modifications/accommodations; and "PE doesn't feel great," social interactions and perception of self. The experiences portrayed throughout these themes highlight the marginalization and lack of access that the participants encountered in their integrated PE classes. The findings indicated that PE professionals working with students with orthopedic impairments may benefit from reflecting on personal biases and their instructional practices in an effort to improve the quality of PE experiences for these students.

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“他们要么会找到接纳你的方法，要么就是不接纳你”:在综合体育教育中有骨科障碍的学生的经历。

摘要本研究旨在探讨骨科障碍学生在综合体育课上的体验。采用解释性现象学分析研究方法，选取6名年龄为10-14岁的骨科损伤学生作为研究对象。数据来源为半结构化、录音访谈和反思性访谈笔记。基于数据分析，我们开发了三个主题:“如果没有它，他们可能会喜欢，只是对我正常”，可见性，披露和期望;“我袖手旁观”，有限的参与和缺乏修改/调整;“体育感觉不太好”，社会互动和自我感知。贯穿这些主题的经历突出了参与者在综合体育课中遇到的边缘化和缺乏机会。研究结果表明，与患有骨科损伤的学生一起工作的体育专业人员可能会从反思个人偏见和他们的教学实践中受益，以努力提高这些学生的体育体验质量。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Adapted Physical Activity Quarterly 医学-康复医学

CiteScore

3.00

自引率

10.50%

发文量

审稿时长

>12 weeks

期刊介绍： APAQ is an international, peer-reviewed, multidisciplinary journal designed to stimulate and communicate scholarly inquiry relating to physical activity that is adapted in order to enable and enhance performance and participation in people with disability. Physical activity implies fine, gross, functional, and interpretive movement including physical education, recreation, exercise, sport, and dance. The focus of adaptation may be the activity or task that is to be performed, environment and facilities, equipment, instructional methodology, and/or rules governing the performance setting. Among the populations considered are persons with motor, intellectual, sensory, and mental or other disabilities across the life span. Disciplines from which scholarship to this aim may originate include, but are not limited to, physical education, teacher preparation, human development, motor behavior and learning, biomechanics, exercise and sport physiology, and exercise and sport psychology. Scientific inquiry may originate from quantitative or qualitative inquiry, as well as from multimethod designs.