Identifying Obstacles to the Implementation of Inclusive Sports in Iranian Schools; Phenomenological Study
Poster Presentation
Paper ID : 1369-SSRC (R1)
Authors
1Department of Sport Management and Media, Faculty of Sport Sciences and Health,, Shahid Beheshti University, Tehran, Iran
2دانشجو
Abstract
Identifying Obstacles to the Implementation of Inclusive Sports in Iranian Schools; Phenomenological Study
Ali Afrouzeh1, Farzaneh Majidi2
1. Assistant Professor of Sport Management, Faculty of Sport Sciences and Health, Shahid Beheshti University
2. Master Student in Marketing Management in Sport, Faculty of Sport Sciences and Health, Shahid Beheshti University
Introduction: Most people with disabilities are marginalized in all aspects of life and are always denied from participating in social, cultural, sports and occupational events. One of the solutions proposed in recent years to reduce the aforementioned negative consequences is the development of inclusiveness in different parts of the society, including education and sports. The purpose of this research was to analyze the lived experience of physical education teachers in the implementation of inclusive sports in schools.
Methodology: The research was conducted qualitatively using the phenomenological approach to analyze the lived experience of physical education teachers with at least one academic year of experience teaching students with physical disabilities. Six purposefully selected teachers were interviewed using a semi-structured approach. Theme analysis was used to analyze data due to its flexibility and ability to summarize and develop policy data.
Findings: In order to analyze the data, first the primary codes were extracted and then similar codes were placed in classes. Finally, nine categories include individual characteristics of students, different levels of learning, negative attitude of teachers, lack of scientific and professional preparation of teachers, nature of disability, competitive nature of sports, potential negative effects, lack of supportive environment, lack of equipment and facilities were determined as obstacles to the implementation of inclusive sports in schools.
Discussion and conclusion: Considering the interviews of physical education teachers showed that one of their main challenges for the participation of students with disabilities in sports is their lack of scientific and professional preparation. Therefore, it is suggested to define inclusive sports as an in-service training course. Also, this topic should be considered seriously in Farhangian Universities. On the other hand, it seems that empowering physical education teachers in this area can reduce the importance of other obstacles.
Ali Afrouzeh1, Farzaneh Majidi2
1. Assistant Professor of Sport Management, Faculty of Sport Sciences and Health, Shahid Beheshti University
2. Master Student in Marketing Management in Sport, Faculty of Sport Sciences and Health, Shahid Beheshti University
Introduction: Most people with disabilities are marginalized in all aspects of life and are always denied from participating in social, cultural, sports and occupational events. One of the solutions proposed in recent years to reduce the aforementioned negative consequences is the development of inclusiveness in different parts of the society, including education and sports. The purpose of this research was to analyze the lived experience of physical education teachers in the implementation of inclusive sports in schools.
Methodology: The research was conducted qualitatively using the phenomenological approach to analyze the lived experience of physical education teachers with at least one academic year of experience teaching students with physical disabilities. Six purposefully selected teachers were interviewed using a semi-structured approach. Theme analysis was used to analyze data due to its flexibility and ability to summarize and develop policy data.
Findings: In order to analyze the data, first the primary codes were extracted and then similar codes were placed in classes. Finally, nine categories include individual characteristics of students, different levels of learning, negative attitude of teachers, lack of scientific and professional preparation of teachers, nature of disability, competitive nature of sports, potential negative effects, lack of supportive environment, lack of equipment and facilities were determined as obstacles to the implementation of inclusive sports in schools.
Discussion and conclusion: Considering the interviews of physical education teachers showed that one of their main challenges for the participation of students with disabilities in sports is their lack of scientific and professional preparation. Therefore, it is suggested to define inclusive sports as an in-service training course. Also, this topic should be considered seriously in Farhangian Universities. On the other hand, it seems that empowering physical education teachers in this area can reduce the importance of other obstacles.
Keywords