The extent, context, and experiences of participating in physical education activities among children with physical and/or sensory disabilities
department or school: Health and Social Development, Faculty of (Okanagan)
department or school: Health and Exercise Sciences, School of (Okanagan)
data provider: DSpace
degree campus: UBCO
creator: Jevdjevic, Aleksandra
issued: 2023-08-17T18:52:39Z
issued: 2023
related degree: Master of Science - MSc
degree grantor: University of British Columbia
description: Introduction: This study aims to explore the physical activity (PA) levels and quality participation experiences of children with physical and/or sensory disabilities during physical education (P.E.) classes. Little is known about how these children interact with their school environment and engage in moderate-to-vigorous physical activity (MVPA) in various settings. Understanding the participation levels and experiences can help develop inclusive PA programs for children with disabilities. Objectives: 1) To measure the daily amount of PA among children with physical and/or sensory disabilities; 2) To measure the amount of where and in what type of settings they have organized P.E. activities; 3) To describe their participation experiences during P.E. classes. Methods: The research uses a mixed-method approach, combining accelerometry and semi-structured interviews with both the children and parents/guardians. Accelerometers were used to capture moderate-to-vigorous physical activity levels (MVPA) overall, at school and during P.E. during a 7-day period. The follow-up interviews inquired about the content of P.E. activities and the experiences of participation or non-participation. Results: The study included 11 participants, with 45% having sensory disabilities and 55% having physical disabilities. On average, children engaged in 34.48 minutes of MVPA per day. During school time, they participated in 21.28 minutes of MVPA, while a typical 48-minute P.E. class had an average of 5.45 minutes of MVPA. The interviews identified both negative and positive elements of quality participation during P.E. classes. Conclusion: The study findings highlight the diverse experiences and perspectives of children with disabilities in their P.E. participation. These insights may guide educational institutions and policymakers in prioritizing and supporting P.E. for children with disabilities and fostering an inclusive and supportive environment that enhances their overall developmen…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/85506
note: THE EXTENT, CONTEXT, AND EXPERIENCES OF PARTICIPATING IN PHYSICAL EDUCATION ACTIVITES AMONG CHILDREN WITH PHYSICAL AND/OR SENSORY DISABILITIES by Aleksandra Jevdjevic B.H.K, The University of Banja Luka, 2017 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE in THE COLLEGE OF GRADUATE STUDIES (Health and Exercise Sciences) THE UNIVERSITY OF BRITISH COLUMBIA (Okanagan) August 2023 © Aleksandra Jevdjevic, 2023 ii The following individuals certify that they have read, and recommend to the College of Graduate Studies for acceptance, a thesis/dissertation entitled: The extent, context, and experience in participating in P.E. activities among children with physical and/or sensory disabilities submitted by Aleksandra Jevdjevic in partial fulfillment of the requirements of the degree of Master of Science . Dr. Kathleen Martin Ginis, School of Health and Exercise Sciences Supervisor Dr. Christine Voss, Southern Medical Program Co-supervisor Dr. Heather Gainforth, School of Health and Exercise Sciences Supervisory Committee Member Dr. Kelly Arbour-Nicitopoulos, University of Toronto Supervisory Committee Member Dr. Lesley Lutes, Irving K. Barber Faculty of Arts and Social Sciences University Examiner iii Abstract Introduction: This study aims to explore the physical activity (PA) levels and quality participation experiences of children with physical and/or sensory disabilities during physical education (P.E.) classes. Little is known about how these children interact with their school environment and engage in moderate-to-vigorous physical activity (MVPA) in various settings. Understanding the participation levels and experiences can help develop inclusive PA programs for children with disabilities. Objectives: 1) To measure the daily amount of PA among children with physical and/or sensory disabilities; 2) To measure the amount of where and in what type of settings they have organized P.E. activities; 3) To describe their parti…
has type: Thesis/Dissertation
date issued: 2023-09
is shown at: 10.14288/1.0435265
language: eng
degree discipline: Health and Exercise Sciences
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Martin Ginis, Kathleen A. (Kathleen Anne), 1968-
contributor: Voss, Christine
type: Text
identifier URI: http://hdl.handle.net/2429/85506