The Positive and Negative Experiences of Physical Activity from People with Disabilities

1155 Words5 Pages
The purpose of this study was to find out the positive and negative experiences of physical activity from people with disabilities. They used a qualitative approach of research through semi structured interviews with 20 people with disabilities who have personal experience of participating in physical activity. Each interview lasted 70-110 minutes and was audio-taped and transcribed. They chose the participants through a sampling strategy of 6 physical and 6 verbal disabled people, at least 8 males and 8 females, at least 5 from each age group of 18-23, 24-40 and 41-60 years of age and lastly at least 5 from each category of congenital disability, acquired abruptly or gradually. Interviews focused on their negative and positive experience in physical activity. They spoke about what happened and how it had been experienced. Participants’ most positive experiences were being capable and surpassing limits. They mostly spoke about experiences where their abilities stood out rather than their disability. More than 75% of negative experiences originated from physical education from not being included as they could not participate fully, experience of failing as they found the activities harder than others and did not get any help. Lastly experience of not being listened to such as teachers would not listen to them about how they could not participate fully and made them play. This study shows that there are concerns regarding participation in physical education lessons. This is significant as it introduces children to different physical activities and is important in promoting an active lifestyle. By having a sampling strategy they were able to gain different perspectives of experiences from different areas gaining a wider range of kn... ... middle of paper ... ...oth HSF and LSF schools were shorter (15.9mins and 21.6mins). Lessons were based on skills practice, management and fitness activities. Teachers focused on managing students, providing instructions or demonstrations. Break was scheduled for 15 minutes but the average length only lasted 8 minutes. Results show that children spent more time active during break rather than in PE lessons. This shows that PE lessons are not fulfilling their aim to promote an active lifestyle. However, there are barriers to teaching PE for students with disabilities such as amount of space and facilities needed which can affect the amount of time they spent participating and engaging in lessons. So this article does not reflect on schools that are not SEN as children who do not have disabilities may find it easier to participate and engage in lessons, therefore increasing activity time.
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