Fitness Testing Experiences in Integrated Physical Education as Reflected by Adults with Visual Impairments

Autor/inn/en	Haegele, Justin A; Zhu, Xihe; Holland, Katherine
Titel	Fitness Testing Experiences in Integrated Physical Education as Reflected by Adults with Visual Impairments
Quelle	In: European Physical Education Review, 26 (2020) 4, S.747-763 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haegele, Justin A)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X19882057
Schlagwörter	Tests; Experience; Inclusion; Adults; Visual Impairments; Psychological Patterns; Attention; Adapted Physical Education; Physical Activities; Attitudes + Suchen Sie Ihr Suchwort? Examination; Prüfung; Examen; Erfahrung; Inklusion; Visual handicap; Sehbehinderung; Aufmerksamkeit; Attitude; Einstellung; Verhalten
Abstract	The purpose of this study was to describe the experiences of adults with visual impairments regarding fitness testing during their integrated physical education experiences. An interpretative phenomenological analysis research approach was used and 11 adults (ages 20-35 years) with visual impairments acted as participants. The primary sources of data were semi-structured audiotaped telephone interviews and reflective interview notes. Thematic development was undertaken using a three-step analytical process. Based on the data analysis, the following three interrelated themes were constructed from the data: (a) 'decent at sit-ups, but the others were embarrassing': mixed feelings about performance; (b) 'I couldn't reach my full potential': forced exclusion/inclusion; and (c) 'I felt like a museum exhibit': navigating unwanted social attention. These themes extend the current literature by describing salient features of fitness testing that influence the meaning that individuals with visual impairments place on those experiences. (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	2024/1/01