The purpose of this article is to review qualitative inquiries examining the perspectives of students with disabilities toward physical education (PE) published from 2014 to 2019, as an update to the 2015 review by Haegele and Sutherland. Keyword searches were used to identify articles from nine electronic databases, and seven articles met all inclusion criteria. The seven selected articles were subjected to a narrative analysis, and three thematic clusters emerged: (a) an “inconvenience”: the PE teacher’s influence on quality of experience, (b) “we play together and I like it”: friendships central to the quality of PE experience, and (c) “no lift access to the gym”: barriers to successful participation. Findings from this review support the notion that students with disabilities may have positive experiences in PE if they are offered appropriate modifications and accommodations and are provided with increased kind and supportive interactions with staff and peers.
Katherine Holland and Justin A. Haegele
Katherine Holland, Justin A. Haegele, and Xihe Zhu
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.