Phenomenological Research Involving Students with Disabilities in Physical Education: A Systematic Literature Review

ABSTRACT

The purpose of this systematic literature review was to synthesize published phenomenologically informed studies situated in physical education with students with disabilities as the participants of the research. Keyword searches from different electronic databases were used to identify phenomenological studies from 2000 to 2022. A total of 16 articles were selected, and the findings were summarized and analyzed. Three thematic clusters surfaced from narrative analysis, which were: (a) the intersection of disability, gender, and athleticism; (b) social interactions in physical education; and (c) the role of the physical education teacher toward the lived experiences of students with disabilities. Findings support the need to engage through an intersectional lens considering multiple identities to better understand the experiences of children with disabilities in physical education. Appropriate modifications and accommodations that attend to all students' needs and promote meaningful social interactions among peers contributing to positive lived embodied experiences should be promoted.

KEYWORDS:

• Inclusion
• disability
• qualitative
• lived experience

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. The term positionalities, as explained by Hodge et al. (2023), means the status of individuals in society, which could be represented for example, as immigrant or citizen, student, and lower socioeconomic status.

2. Ableism is understood as a system of beliefs, processes, and attitudes where persons without disabilities as seen as superior, whereas individuals with disabilities are viewed as inferior (Smith et al., 2021).

3. Deficit model is aligned with the medical model of disability. It places the attention on the impairment and the bodily functions of the individuals minimizing the disability experience.

Additional information

Funding

The authors' time was partially supported by a grant from the U.S. Department of Education [H325H190001]. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should nor assume endorsement by the federal government.