Perceptions of inclusion in physical activity and physical education from the perspective of Finnish students
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Abstract
This article examines the subjective experience of inclusion in physical activity from the perspective of Finnish students with and without disabilities (n = 10). A qualitative approach based on written interviews served to reconstruct potentials and challenges of physical activities and physical education. The interviews were qualitatively content analysed using a deductive-inductive approach. The results of the study showed that inclusion, in general, is closely connected to friendships and a sense of belonging for the study participants. In addition to social relationships, motor skills also impacted on students’ opportunities of participating in school-based physical activities. While the pedagogical practices of teachers may maximize student participation in PE, recess situations have greater potential for exclusion. Furthermore, gender-specific aspects played a more significant role in the current study in comparison to the perception of special needs of the participants with disabilities.
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