knowledge, this is the first study to examine stakeholders’ experiences of participating in a novel United Kingdom-based integrated program combining football (soccer) training and classroom education sessions. Therefore, utilizing a qualitative approach, the aim of our study was to address the following
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“We’re All the Same and We Love Football.” Experiences of Players and Facilitators Regarding a Collaborative, Inclusive Football Program Between Academy and Special Olympics Footballers
Melissa A. Fothergill, Danna Baik, Hannah M. Slater, and Pamela L. Graham
Understanding the Inclusiveness of Integrated Physical Education From the Perspectives of Adults With Visual Impairments
Justin A. Haegele, Samuel R. Hodge, Xihe Zhu, Steven K. Holland, and Wesley J. Wilson
retrospective, qualitative description research approach ( Sandelowski, 2000 , 2010 ). This study was carried out retrospectively by asking adult participants to reflect on their experiences in integrated physical education classes. The decision to carry out this study retrospectively was made to allow us to
Absent, Incapable, and “Normal”: Understanding the Inclusiveness of Visually Impaired Students’ Experiences in Integrated Physical Education
Justin A. Haegele, Lindsay E. Ball, Xihe Zhu, M. Ally Keene, and Lindsey A. Nowland
visually impaired youths’ experiences in integrated PE. The primary research question guiding this study was How do visually impaired youth experience subjective feelings of inclusion within integrated PE classes? Methods This study adopted an experiential qualitative approach, which focused on exploring
The Unheard Partner in Adapted Physical Activity Community Service Learning
Rebecca T. Marsh Naturkach and Donna L. Goodwin
relabeling of superordinate themes. Finally, inserting the phenomenological supported the superordinate themes. The conceptual framework of relational ethics was used to bring meaning to the interpretation of the participants’ experiences ( Bergum & Dossetor, 2005 ). Qualitative Rigor The recommended
The Value of Incorporating Inclusive Sports in Schools: An Exploration of Unified Sport Experiences
Roxy Helliker O’Rourke, Krystn Orr, Rebecca Renwick, F. Virginia Wright, James Noronha, Kirsten Bobbie, and Kelly P. Arbour-Nicitopoulos
experience conducting qualitative research within disability sports. She has also coached within disability sport settings. Orr has over a decade of experience working in a variety of physical activity, rehabilitative, and disability sport settings with individuals with disabilities across the lifespan. She
An Exploratory Study of Teachers’ Experiences in Physical Education With Children Thought to Have Developmental Coordination Disorder
Chantelle Zimmer and Janice Causgrove Dunn
elements of teachers’ perceptions and interactions. However, the themes are interpreted in the context of the DCD literature in the “Discussion” section, with connections between the research questions made. Research Quality All qualitative research with an interpretive approach is expected to demonstrate
Experiences in Physical Education for Children at Risk for Developmental Coordination Disorder
Chantelle Zimmer, Janice Causgrove Dunn, and Nicholas L. Holt
; Zwicker, Suto, Harris, Vlasakova, & Missiuna, 2018 ). Whether or not participants had a formal diagnosis, findings from these qualitative studies have shown that many children seem to experience stress in physical activity contexts at school, such as physical education and recess. However, their
Mobility and Dual Tasking in the Everyday Lives of Adults with Multiple Sclerosis: A Qualitative Exploration
Michael VanNostrand, Katie Emberley, Erin Cairns, Kristina Shanahan, and Susan L. Kasser
been no research that has qualitatively sought to delineate where and how dual tasking explicitly plays out and impacts the daily balance and mobility activities engaged in by this group. This study explored the lived experiences of individuals with MS regarding their dual tasking. In particular, it
Relegated to the Sidelines: A Qualitative Inquiry of Gatekeepers’ Perspectives and Values of Physical Education for Disabled Children
Scott W.T. McNamara, Patrica Craig, Megan Henly, and Jill Gravink
gatekeepers’ perceptions of the importance of PE and APE? b. How do special education gatekeepers conceptualize the role of PE and APE for disabled students’ educational experience? Methods Research Design We conducted a qualitative inquiry grounded in a critical-ableism perspective and interpretivist lens to
Parent-Reported Motivators and Barriers to Participation in a Community-Based Intervention Designed for Children With Motor Skill Difficulties: A Qualitative Program Evaluation
Kyrah K. Brown, Jerrise Smith, Tamaya N. Bailey, Gennel Ortiz, Xiangli Gu, and Priscila Tamplain
the understanding of what matters to families. Aim of the Study The research question was: What are parents’ perceived motivators and barriers to participating in a community-based motor skill intervention for children with motor skill difficulties? The present study used a qualitative program
