The Experiences and Perspectives of Adults with Disabilities in Physical Education Studies ()
ABSTRACT
Few studies to date have concentrated on the experiences and perspectives of physical education teachers, interns or coaches with disabilities. The purpose of the current study is to add to a knowledge base that is quite limited by capturing the voice of individuals with physical disabilities or sensory impairments, who trained as certified physical education teachers. Participants include six adults with physical disabilities or sensory impairments (aged 21 - 33; five men, one woman). Semi-structured in-depth audio-taped interviews were the source of data for the study. Data were analyzed thematically using a six-step process informed by interpretative phenomenological analysis (IPA), through the lens of the Capability Approach. Three central themes were constructed: 1) “disability as a motivating force”, which demonstrates the participants’ motivation to practice professional sport and to become physical education teachers; 2) “passing it on”, which reflects the sense of mission the participants ascribe physical education; and 3) “agents of change” which captures the participants’ perceptions of their influence on pupils and their added value to schools. Consequent conclusions and implications regarding the need for more physical education teachers with disabilities are highlighted.
Share and Cite:
Kayam, O. and Mishani-Uval, Y. (2020) The Experiences and Perspectives of Adults with Disabilities in Physical Education Studies.
Advances in Physical Education,
10, 169-186. doi:
10.4236/ape.2020.103015.
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