Literaturnachweis - Detailanzeige
| Autor/inn/en | Buckley, Maggi; Haegele, Justin A.; Zhu, Xihe; Bobzien, Jonna |
|---|---|
| Titel | Experiences in Physical Education and Sport: Reflections of Female Athletes with Visual Impairments |
| Quelle | In: Curriculum Studies in Health and Physical Education, 12 (2021) 1, S.67-79 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Haegele, Justin A.) ORCID (Zhu, Xihe) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2574-2981 |
| DOI | 10.1080/25742981.2020.1846996 |
| Schlagwörter | Physical Education; Athletics; Athletes; Females; Competition; Visual Impairments; Self Concept; Educational Experience; Family Role; Social Support Groups; Young Adults; Teacher Student Relationship |
| Abstract | The purpose of this study was to understand how individuals identifying as female, an athlete and having a visual impairment experience physical education and sport experiences. An interpretative phenomenological analysis research approach was adopted, and four female athletes with visual impairments aged 23-28-years-old acted as participants. The study utilised two sources of data: semi-structured, audio-taped, telephone/video call interviews and reflective interview notes. Data were analysed thematically using a three-step process and two themes were constructed (a) Physical education was 'just a credit' and (b) 'If you enjoy this, we will drive you'. The participants reported that they did not have meaningful physical education experiences. Interestingly, however, the participants noted that these poor experiences were not critical to them, as they had developed a sense of athletic identity in others, outside of school physical activity opportunities supported by family. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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