To date, there has been relatively little research on student voice in education and specifically on student voice in physical education. In addition, there is a lack of studies that allow students with disabilities to voice their experiences in physical education. The purpose of this study was to highlight the voices of students with disabilities regarding their perceptions and experiences of participation in a season of Sport Education.
Method:
This study used Contact Theory (CT) as the basis for its theoretical framework The participants in this study were four seventh graders (two boys and two girls) from an intact middle school physical education class in the southeast. Data collection took place over a 7-week period during the entire season in which the students participated in flag football. The researcher was present 3 days a week for the entire season and used the following data collection methods: formal interviews with each student, informal discussions, and non-participant observations with field notes. In addition, all lessons were videotaped to substantiate the researcher’s field notes.
Analysis/Results:
Collected data were reviewed and analyzed using analytic induction and constant comparison processes. Themes were extracted from the data so as to find descriptions and explanations of student participation in the lessons. All the data relevant to each category were identified and examined using constant comparison. Results showed that students with disabilities felt like they were a part of the physical education class. The findings were such that students with disabilities felt they were socially accepted, participated in a student-centered learning environment, had assistance in learning, and experienced teamwork and learned about having roles on their team.
Conclusions:
Sport Education permitted students with disabilities to take ownership in their learning alongside their peers by working in small groups, get to know other students on a more personal level, and participate in physical education in a more meaningful way. Until recently, there has been a lack of research on what students with disabilities say about their being included in physical education that resembles real life sporting experiences. The significance of this study was that in a season of Sport Education, it allowed voices of students with disabilities to be identified and their patterns of participation to be documented.