A thematic analysis of teachers’ experience in teaching inclusive physical education

Agus Sumhendartin Suryobroto, Universitas Negeri Yogyakarta, Indonesia
Caly Setiawan, Universitas Negeri Yogyakarta, Indonesia
Udon Nampai, Universitas Negeri Yogyakarta, Indonesia
Agus Susworo Dwi Marhaendro, Universitas Negeri Yogyakarta, Indonesia

 10.21831/cp.v41i3.50531

Abstract


The current research aimed at investigating physical education teachers’ experiences in practicing inclusive physical education and the meaning they attached to those experiences. The study focused on the thematic analysis of participants’ experiences represented in the collected qualitative data. A number of 12 physical education teachers participated in in-depth interviews and photo elicitation interviews. Verbatim transcripts were obtained from all interviews for subsequent analysis. Using the tenets of thematic analysis (Braun & Clarke, 2006, 2019, 2021), analysis included familiarization with the data, open coding, theme construction, theme review, theme naming, and report production. The analysis process yielded four themes of teachers’ experiences including (1) the roles of background knowledge and skills, (2) teaching various types of disabilities, (3) inclusive pedagogy approaches, (3) facilitators and barriers to teaching inclusive physical education. The meaning of the experiences were the meaning of inclusion, inclusive physical education, and inclusive physical education teaching. We conclude that experience is important in delivering inclusive PE, especially with regard to teachers’ development in the area of pedagogical knowledge and skills as well as dealing with challenges in their teaching approaches. Along with this experience is the meaning of teaching inclusive PE which reflected in-depth engagement with this caring profession.

Keywords


thematic analysis; photo-elicitation; teaching experiences; inclusive physical education

Full Text:

PDF

References


Bari, S., Harun. Mohd Taib, Yasin, M. H., & Salamuddin, N. (2011). Readiness of Malaysian’s schools for special needs in teaching adapted physical education. International Journal of Arts & Sciences, 4(11), 269–274.

Braksiek, M. (2022). Pre-service physical education teachers’ attitude toward, and self-efficacy in, inclusive physical education: Measurement invariance and influence factors. Teaching and Teacher Education, 109, 103547. https://doi.org/10.1016/j.tate.2021.103547

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806

Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238

Downs, S. J., Knowles, Z. R., Fairclough, S. J., Heffernan, N., Whitehead, S., Halliwell, S., & Boddy, L. M. (2014). Exploring teachers’ perceptions on physical activity engagement for children and young people with intellectual disabilities. European Journal of Special Needs Education, 29(3), 402–414. https://doi.org/10.1080/08856257.2014.906979

Fitzgerald, H., & Kirk, D. (2009). Physical education as a normalizing practice: Is there a space for disability sport? In F. Hayley (Ed.), Disability and Youth Sport (pp. 91–105). Routledge.

Freire, P. (2010). Pedagogy of the Oppressed. Bloomsbury Academic.

Goodwin, D. L., Rossow-Kimball, B., & Connolly, M. (2022). Students’ experiences of paraeducator support in inclusive physical education: helping or hindering? Sport, Education and Society, 27(2), 182–195. https://doi.org/10.1080/13573322.2021.1931835

Haegele, J. A., & Sutherland, S. (2015). Perspectives of Students with Disabilities Toward Physical Education: A Qualitative Inquiry Review. Quest, 67(3), 255–273. https://doi.org/10.1080/00336297.2015.1050118

Haycock, D., & Smith, A. (2010). Inclusive physical education? A study of the management of national curriculum physical education and unplanned outcomes in England. British Journal of Sociology of Education, 31(3), 291–305. https://doi.org/10.1080/01425691003700532

Hodge, S., Ammah, J. O. A., Casebolt, K. M., LaMaster, K., Hersman, B., Samalot‐Rivera, A., & Sato, T. (2009). A Diversity of Voices: Physical education teachers’ beliefs about inclusion and teaching students with disabilities. International Journal of Disability, Development and Education, 56(4), 401–419. https://doi.org/10.1080/10349120903306756

Hodkinson, A. (2006). Conceptions and Misconceptions of Inclusive Education — One Year on. Research in Education, 76(1), 43–55. https://doi.org/10.7227/RIE.76.4

Koh, Y. (2018). A strategy to improve pre-service teachers’ self-efficacy towards inclusive physical education for students with intellectual disability and autism. International Journal of Inclusive Education, 22(8), 839–855. https://doi.org/10.1080/13603116.2017.1412511

Makopoulou, K., Neville, R. D., Ntoumanis, N., & Thomas, G. (2021). An investigation into the effects of short-course professional development on teachers’ and teaching assistants’ self-efficacy. Professional Development in Education, 47(5), 780–795. https://doi.org/10.1080/19415257.2019.1665572

Makopoulou, K., Penney, D., Neville, R., & Thomas, G. (2022). What sort of ‘inclusion’ is Continuing Professional Development promoting? An investigation of a national CPD programme for inclusive physical education. International Journal of Inclusive Education, 26(3), 245–262. https://doi.org/10.1080/13603116.2019.1647297

McNamara, S. W. T., & Haegele, J. A. (2021). Undergraduate students’ experiences with educational podcasts to learn about inclusive and integrated physical education. European Physical Education Review, 27(1), 185–202. https://doi.org/10.1177/1356336X20932598

Morrison, H. J., & Gleddie, D. (2021). Interpretive case studies of inclusive physical education: shared experiences from diverse school settings. International Journal of Inclusive Education, 25(4), 445–465. https://doi.org/10.1080/13603116.2018.1557751

Moustakas, C. (1994). Phenomenological research methods. SAGE Publications.

Nanayakkara, S. (2022). Teaching inclusive physical education for students with disabilities: reinvigorating in-service teacher education in Sri Lanka. Sport, Education and Society, 27(2), 210–223. https://doi.org/10.1080/13573322.2021.1964462

Neville, R. D., Makopoulou, K., & Hopkins, W. G. (2020). Effect of an Inclusive Physical Education (IPE) Training Workshop on Trainee Teachers’ Self-Efficacy. Research Quarterly for Exercise and Sport, 91(1), 102–114. https://doi.org/10.1080/02701367.2019.1650877

Penney, D., Jeanes, R., O’Connor, J., & Alfrey, L. (2018). Re-theorising inclusion and reframing inclusive practice in physical education. International Journal of Inclusive Education, 22(10), 1062–1077. https://doi.org/10.1080/13603116.2017.1414888

Permendiknas (2009). Peraturan Menteri Pendidikan Nasional/No. 70/ Tahun 2009 tentang Pendidikan Inklusif.

Petrie, K., Devcich, J., & Fitzgerald, H. (2018). Working towards inclusive physical education in a primary school: ‘some days I just don’t get it right.’ Physical Education and Sport Pedagogy, 23(4), 345–357. https://doi.org/10.1080/17408989.2018.1441391

Qvortrup, A., & Qvortrup, L. (2018). Inclusion: Dimensions of inclusion in education. International Journal of Inclusive Education, 22(7), 803–817. https://doi.org/10.1080/13603116.2017.1412506

Richard, V. M., & Lahman, M. K. E. (2015). Photo-elicitation: reflexivity on method, analysis, and graphic portraits. International Journal of Research & Method in Education, 38(1), 3–22. https://doi.org/10.1080/1743727X.2013.843073

Schwandt, T. A. (2007). The Sage Dictionary of Qualitative Inquiry. SAGE Publications.

Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic Analysis. In C. Willig & W. Stainton Rogers (Eds.), The SAGE Handbook of Qualitative Research in Psychology (pp. 17–37). SAGE Publications.

Thorjussen, I. M. (2022). ‘I’m not a horse girl’. Social divisions in students’ narratives and the implications for inclusive physical education. Sport, Education and Society, 1–15. https://doi.org/10.1080/13573322.2022.2044302

Tristani, L., Sweet, S., Tomasone, J., & Bassett-Gunter, R. (2021). Examining Theoretical Factors That Influence Teachers’ Intentions to Implement Inclusive Physical Education. Research Quarterly for Exercise and Sport, 1–14. https://doi.org/10.1080/02701367.2021.1877605

UNESCO (1994). Salamanca Statement and Framework for Action on Special Needs Education: United Nations Educational, Scientific, and Cultural Organization.

van Doodewaard, C., & Knoppers, A. (2021). Shaping students for inclusion: a gift and a project. Dutch preservice teachers and the complexity of inclusive teaching practices in physical education. International Journal of Inclusive Education, 1–16. https://doi.org/10.1080/13603116.2021.1991493

Wang, L., Wang, M., & Wen, H. (2015). Teaching Practice of Physical Education Teachers for Students with Special Needs: An Application of the Theory of Planned Behaviour. International Journal of Disability, Development and Education, 62(6), 590–607. https://doi.org/10.1080/1034912X.2015.1077931




DOI: https://doi.org/10.21831/cp.v41i3.50531

Refbacks

  • There are currently no refbacks.


Bookmark and Share


 

Social Media:

     

 

 Creative Commons License
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/cp/index.

Translator
 
 web analytics
View Our Stats