Ali Afrouzeh; Farzaneh Majidi; Mohammad Hemmati Nejad
Abstract
Objective: This research aimed to examine the lived experiences of physical education teachers concerning the challenges of implementing inclusive sports in schools.
Methodology: A qualitative approach was employed for this study. Participants were purposefully selected using snowball sampling, comprising ...
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Objective: This research aimed to examine the lived experiences of physical education teachers concerning the challenges of implementing inclusive sports in schools.
Methodology: A qualitative approach was employed for this study. Participants were purposefully selected using snowball sampling, comprising physical education teachers from regular schools who had at least one student with physical disabilities in their class during the academic year. This ensured their direct involvement in inclusive sports and relevant experience in this area. Ultimately, 12 physical education teachers were chosen as the sample for the study. Data were collected through semi-structured interviews conducted via telephone. Given the advantages of thematic analysis—such as flexibility, the ability to summarize large volumes of data, and the capacity to analyze and develop policy-related insights—the researchers utilized this method for data interpretation.
Results: Data analysis revealed that the challenges of implementing inclusive physical education included individual characteristics, a lack of scientific and professional preparedness among teachers, the competitive nature of sports, inadequate environments and equipment, varying levels of student learning, insufficient support systems, and a lack of focus on training teachers in the principles of inclusive sports.
Conclusion: Data analysis indicated that the current state of inclusive sports implementation in schools is unsatisfactory. Despite numerous challenges, such as inadequate environments and equipment, as well as insufficient support at both micro and macro levels, physical education teachers are pivotal to the success or failure of inclusive sports implementation. Unlike other challenges that may require significant time and financial resources to address, training physical education teachers demands comparatively less investment. It can yield a more profound impact on the implementation of inclusive sports in schools. Therefore, developing a curriculum focused on inclusive physical education within the undergraduate program at Farhangian University, along with offering in-service training courses in this area, can significantly facilitate the program's implementation in the short term.
