Physical Education Experiences of Alaskan Youths with Visual Impairments: A Qualitative Inquiry

Autor/inn/en	Haegele, Justin A.; Buckley, Maggi
Titel	Physical Education Experiences of Alaskan Youths with Visual Impairments: A Qualitative Inquiry
Quelle	In: Journal of Visual Impairment & Blindness, 113 (2019) 1, S.57-67 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X18818614
Schlagwörter	Physical Education; Inquiry; Physical Education Teachers; Youth; Physical Activities; Physical Activity Level; Blindness; Academic Accommodations (Disabilities); Peer Relationship; Student Experience; Visual Impairments; Alaska + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Jugend; Jugendlicher; Jugendalter; Blindheit; Peer-Beziehungen; Studienerfahrung; Visual handicap; Sehbehinderung
Abstract	Introduction: Examining the experiences of students with visual impairments about physical education can lead to a better understanding of how they perceive lessons, activities, and interactions with teachers and peers. Although research in this area of inquiry is growing, the existing literature is limited by geographic location. More specifically, most research in this area has been conducted by examining the experiences of individuals living in the lower 48 states of the contiguous United States. Thus, the purpose of this study was to explore the physical education experiences of Alaskan youths with visual impairments. Methods: A convenience sample of four Alaskan youths with visual impairments were recruited to participate in this study. Data were collected via semistructured face-to-face interviews, reflective field notes, and observation notes. Data were analyzed thematically using a four-step line-by-line process, and emergent themes were displayed as findings and discussed concurrently. Results and discussion: Two interrelated themes were constructed from the participants' narratives. One theme, "accommodation needs met and unmet," described the participants' experiences with needed accommodations in physical education and the feelings they ascribed to instances where needs were met or unmet. The second theme, "deleterious peer relationships," depicted peer relationships in physical education between the participants' and those without visual impairments and revealed several challenging types of interactions that typified those relationships. Interestingly, although the participants in this study described participating in physical education activities that may be unique to those experienced in the lower 48 states, their experiences with peers and teachers were consistent with those portrayed in research conducted throughout the country. Implications for practitioners: The themes that emerged from this study should be considered by physical education personnel providing services in this, and other similar, geographic regions when planning and providing physical education programming to students with visual impairments. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01