Thesis Defence: The Extent, Context, and Experiences Of Participating in Physical Education Activities Among Children with Physical and/or Sensory Disabilities

Aleksandra Jevdjevic, supervised by Kathleen Martin Ginis, will defend their thesis titled “The Extent, Context, and Experiences Of Participating in Physical Education Activities Among Children with Physical and/or Sensory Disabilities” in partial fulfillment of the requirements for the degree of Master of Science in Health and Exercise Sciences.

An abstract for Aleksandra Jevdjevic’s thesis is included below.

Defences are open to all members of the campus community as well as the general public.  Registration is not required for in person defences.

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ABSTRACT

Introduction: This study aims to explore the physical activity 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 MVPA in various settings. Understanding the participation levels and experiences can help develop inclusive physical activity programs for children with disabilities.

Objectives: 1) Measure the amount of physical activity among children with disabilities during P.E.; 2) Explore the locations and types of settings where organized P.E. activities take place for these children; 3) 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 capture physical activity levels by intensities (MVPA). The follow-up interviews inquire 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 30.75 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 can 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 development and quality participation.