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.
“My Eyes Have Nothing to Do With How My Legs Move”: Individuals With Visual Impairments’ Experiences With Learning to Run
Katherine Holland, Justin A. Haegele, and Xihe Zhu
“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
Katherine Holland, Justin A. Haegele, Xihe Zhu, and Jonna Bobzien
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.