This study examined the reflections of 10 college wheelchair athletes with physical disabilities on their prior physical education experiences in elementary, middle, and high school. Using qualitative techniques, each participant was interviewed individually twice and then two separate focus group interviews were held. Each participant brought an artifact with them to their assigned focus group interview that represented their prior physical education experiences. Both the individual and focus group interviews were designed to establish how these college wheelchair athletes with physical disabilities reflect back on their prior physical education experiences. Using analytic induction, the data analysis revealed five themes: (a) the participants felt they were included in physical education, but not really equally and meaningfully; (b) physical fitness testing was the most remembered physical education experience; (c) the participants’ sporting experiences were recognized by the school; (d) overall, the participants’ physical education experiences were enjoyable; and (e) the participants have suggestions for physical educators on including individuals with disabilities in physical education. Also, within four of these overall themes, several sub-themes emerged. Although this study was limited to the reflections of these 10 college wheelchair athletes with physical disabilities on their prior physical education experiences, the themes found in this study provide a basis for future studies on how individuals with physical disabilities experience physical education.
|Advisor:||Hardin, L. Brent|
|Commitee:||Mutua, Kagendo, Richardson, Mark, Sinelnikov, Oleg, Stran, Margaret|
|School:||The University of Alabama|
|School Location:||United States -- Alabama|
|Source:||DAI-B 71/11, Dissertation Abstracts International|
|Subjects:||Physical education, Kinesiology|
|Keywords:||College athletes, Physical education experiences, Wheelchair athletes|
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