This study examined the conceptions of children and adolescents with physical disabilities about their participation in physical activity. The methodology employed a semi - structured interview in phase one, in order to establish disability sport programmes and policies. In phase two, open - ended questionnaire and discussion methods were used to gather data about the views and perspectives of children and physical educators regarding, physical activity in mainstream and disability special schools in the Birmingham area.
The main findings of the research highlight the relationship between perceived competence in teaching students with impairment and academic preparation regarding inclusive pre service and ongoing professional development. Teachers generally felt that practical experience of working with various disabling conditions and more knowledge about the implications of such conditions would increase teaching confidence. The current paper illustrates the expanding role of the learning support assistant in the physical activity setting. Clearly the role of the LSA needs to be defined within schools to ensure the LSA is supporting rather than supplementing the role of the physical educator.
The research indicates that disabled pupils may need to make more informed choices about physical activity in order to have ownership of their preferred programme in so as to heighten feelings of competency. The lack of contact and knowledge about physical activity available outside of the school environment, may call for schools to form stronger links with external sporting clubs and for local sporting facilities to provide inclusive physical activities within their programmes.
Overall the findings highlight the importance of collaboration where representatives from different sections of society cooperate. Even if the findings cannot be generalised, they demonstrate that physical activity involves many factors both at the individual and societal level.
Editor's comments - [ This study, commssioned by the EFDS in 2004, is considered unique as it is constructed around the direct views and comments expressed by disabled children, physical education teaching staff and the learning support assistants who contributed as participants of this study. Much of the previous work surrounding the participation of disabled children in physical education has employed the use of standardized questionnaires, or consisted of interviews with parents and physical educators. ] Reference this?Cryer, J. (Year). This page title in italics. Retrieved date, from <this page's full URL>
In the text: Cryer (year)
Reference : Hale, L. (2004). Exploring Sources of Enjoyment and Level of Provision in Disabled Youth Sport in Birmingham Schools and the Surrounding Area. Stoke on Trent: Staffordshire University / EFDS
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