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The purpose of this study was to describe the experiences of adults with visual impairments regarding fitness testing during their integrated physical education experiences. An interpretative phenomenological analysis research approach was used and 11 adults (ages 20–35 years) with visual impairments acted as participants. The primary sources of data were semi-structured audiotaped telephone interviews and reflective interview notes. Thematic development was undertaken using a three-step analytical process. Based on the data analysis, the following three interrelated themes were constructed from the data: (a) 'decent at sit-ups, but the others were embarrassing': mixed feelings about performance; (b) 'I couldn't reach my full potential': forced exclusion/inclusion; and (c) 'I felt like a museum exhibit': navigating unwanted social attention. These themes extend the current literature by describing salient features of fitness testing that influence the meaning that individuals with visual impairments place on those experiences. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe the reflections of adults with visual impairments regarding bullying experiences during their school‐based education. An interpretative phenomenological analysis research approach was used and 11 participants (aged 20–35 years; seven women, four men) participated in this study. The sources of data were semi‐structured audiotaped telephone interviews and reflective field notes. Thematic development was undertaken utilizing a three‐step analytical process guided by the research approach. Based on the data analysis, three interrelated themes were constructed: (a) "It would be when they knew there weren't teachers watching": bullying experiences in unowned and unstructured spaces; (b) "Going through the motions": feelings about verbal, social, and physical victimization; and (c) "They had their own insecurities": understanding the bullies and bystanders. The emerged themes provide a unique insight into the way in which those with visual impairments experienced bullying in schools and the meaning they ascribed to those experiences. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe the reflections of adults with visual impairments about learning to run during K–12 physical education. An interpretative phenomenological analysis research approach was used, and eight adults (age 22–35 years) with visual impairments served as participants. Primary data sources were semistructured, audiotaped telephone interviews and reflective interview notes. Based on a thematic data analysis process, two themes were developed: (a) "I wouldn't expect anything better from you": running instruction in physical education and (b) "You look like the guy in the crosswalk signal": making up for the shortcomings of physical education. The narratives portraying these themes highlight the lack of instruction that took place in physical education, and the fact that no running instruction occurred at all. These findings indicate that professionals working with individuals with visual impairments should use instructional strategies that will allow for maximum access to learning fundamental movement skills such as running. [ABSTRACT FROM AUTHOR]

In recent years, research examining the perspectives of individuals with visual impairments toward the inclusiveness of their experiences in physical education has revealed that feelings associated with inclusion are largely unavailable. Notably, individuals with visual impairments have revealed feelings of frustration and disappointment with being discriminated against by their teachers, who may unknowingly contribute to peers' understanding of students' abilities by communicating ideals of inability. To extend this line of inquiry, this study focused on exploring the role that access plays in informing the perceptions of those with visual impairments toward the inclusiveness of their experiences in physical education. Nine adults with visual impairments were interviewed about their perceptions of their experiences in integrated physical education, and reflective interview notes were recorded. Interviews were conducted via telephone, and were recorded, transcribed, and subjected to thematic analysis. Three cascading themes were constructed based on points of access that were identified as salient across the participants' reflections: (a) 'A lot of times it was in a separate room ... because they didn't want to mess with me': Accessing physical spaces, (b) 'I was with them, but I wasn't': Accessing activities within spaces, and (c) 'The rest of the time I would just stand there and look stupid': Accessing meaningful participation. The cascading themes provide a hierarchy of access points, where individuals must first be provided access to the physical space in which activities occur, then they must be permitted access to activities when in that space, and finally must be provided appropriate accommodations which lead to meaningful participation within those activities. These findings provide support for the assertion that while entry into an integrated space and access to the activities of that space are the first steps toward inclusion, they are not enough to guarantee that students feel included within that space. [ABSTRACT FROM AUTHOR]