Inclusion in sport education: voices and participation of students with and without disability and teachers' perspectives

Show simple item record

dc.contributor Hardin, L. Brent
dc.contributor Stran, Margaret E.
dc.contributor Mutua, Kagendo
dc.contributor.advisor Sinelnikov, Oleg A.
dc.contributor.advisor Curtner-Smith, Matthew
dc.contributor.author Jackson, Allison Jordan
dc.date.accessioned 2017-04-26T14:22:32Z
dc.date.available 2017-04-26T14:22:32Z
dc.date.issued 2013
dc.identifier.other u0015_0000001_0001488
dc.identifier.other Jackson_alatus_0004D_11608
dc.identifier.uri http://ir.ua.edu/handle/123456789/2951
dc.description Electronic Thesis or Dissertation
dc.description.abstract Sport Education has been suggested as an appropriate curriculum model to provide an environment conducive to accommodate many students at one time. The present study explored this notion, investigating (a) students without disabilities' conceptions and experiences of participating in a season of Sport Education alongside students with disabilities, (b) voices of students with disabilities regarding their perceptions and experiences of participation in a season of Sport Education, and (c) middle school physical education teachers' perceptions of using the Sport Education curriculum model to include students with disabilities in the general physical education classroom. Participants included 66 seventh grade students, including four students with intellectual and behavioral disabilities, participating in a flag football Sport Education season. Data collection methods comprised formal and informal interviews, focus group interviews, field notes, observations with field notes, critical incident reports and self-reflective journals for teachers. In addition, all lessons were videotaped. Through a Contact Theory framework, the results for students without disabilities showed Sport Education provided enjoyable participation among students, gave students learning ownership, and provided positive experiences with students with disabilities. Five sub-themes aided understanding these students' experiences: a sense of inclusion, perceptions of equality, a climate of assisting others, modifications to the activities, and a greater understanding of students with disabilities. Findings indicated students with disabilities felt they were socially accepted, participated in a student-centered learning environment, had assistance in learning, and perceived responsibilities and participation. Sport Education allowed students with disabilities to take ownership in learning alongside their peers by working in small groups, getting to know other students, and participating in physical education more meaningfully. The Theory of Planned Behavior was used to explore the three physical education teachers' perceptions of using the Sport Education curriculum model to include students with disabilities. Findings indicated that this inclusion is more likely when teachers have positive attitudes toward inclusion. Recognizing a significant amount of a priori planning occurs, teachers also perceived successful inclusion of students with disabilities happens when it promotes a sense of belonging among all students and allows students with disabilities to fulfill meaningful responsibilities during the course of Sport Education.
dc.format.extent 139 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Education
dc.subject.other Physical education
dc.subject.other Special education
dc.title Inclusion in sport education: voices and participation of students with and without disability and teachers' perspectives
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Kinesiology
etdms.degree.discipline Human Performance
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DSpace


Browse

My Account