Start Date
17-6-2025 12:30 PM
End Date
17-6-2025 2:00 PM
“Inclusion in primary physical education from the perspectives of educational staff and pupils with disabilities: a qualitative systematic review”
Abstract
Background: Physical Education (PE) is fundamental to the health and wellbeing of every pupil. Despite this, research suggests that exclusion of pupils with disabilities in PE is prevalent. However, the literature suggests that there have been no systematic reviews conducted to explore the experiences of inclusion in primary PE.
This review aimed to explore the perspectives of primary school educational staff and pupils with disabilities in relation to barriers, facilitators and practices used for inclusion in primary PE.
Methods: A qualitative systematic review was conducted. Six electronic databases were searched alongside grey literature and manual searches of reference lists. Data extraction and critical appraisal using the JBI critical appraisal checklist for qualitative research (2020) were undertaken. Following this, thematic synthesis was employed to synthesise primary research findings.
Results: 32 studies were included. Three themes were identified: competence, relatedness and autonomy.
Educators lacked competence advocating for hands-on training and resources. Feelings of incompetence also impacted pupils with disabilities, combated by practices to promote achievement in PE. Educators felt their efforts were solitary, relatedness was bolstered through collaboration with colleagues, healthcare professionals and parents. Positive peer interaction was vital to pupil with disabilities sense of inclusion and relatedness. Autonomy was supported through access to resources and contributing to decision-making for stakeholders.
Conclusion: Competence, relatedness and autonomy are central to inclusion in primary school PE. Primary school educators’ welcome professional advice and strategies to enhance PE for pupils with disabilities. Future research should explore hands-on training and inclusive PE resources for primary educators.
References
Butler, A., Hall, H. & Copnell, B. (2016) A guide to writing a qualitative systematic review protocol to enhance evidence‐based practice in nursing and health care. Worldviews on Evidence‐Based Nursing, 13(3), 241-249.
CDC. (2024) Disability and Health Overview. USA. Available at: https://www.cdc.gov/ncbddd/disabilityandhealth/disability.html [Accessed 22nd of October 2024].
Chapman, M. (2019) An Investigation into the Physical Education Experiences of Children with Autism. MSc. Canterbury Christ Church University.
Chiu, T.K. (2022) Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54, 14-30.
Coates, J. & Vickerman, P. (2010) Empowering children with special educational needs to speak up: Experiences of inclusive PE. Disability and Rehabilitation, 32(18), 1517-1526.
Goodwin, D.L. & Watkinson, E.J. (2000) Inclusive PE from the perspective of students with physical disabilities. Adapted Physical Activity Quarterly, 17(2), 144-160.
Goodwin, D.L. (2001) The meaning of help in PE: Perceptions of students with physical disabilities. Adapted physical activity quarterly, 18(3), 289-303.
Groff, D.G. & Kleiber, D.A. (2001) Exploring the identity formation of youth involved in an adapted sports program. Therapeutic Recreation Journal, 35(4), 318-332.
Grenier, M.A. (2004) Inclusion in physical education for students with severe disabilities. Ph.D. University of New Hampshire.
Grenier, M., Patey, M., Lieberman, L. & Brian, A. (2020) A Collaborative Approach for Engaging Students with Severe Disabilities in Physical Education. European Journal of Adapted Physical Activity, 13(2), 1-15.
Grenier, M., Patey, M.J. & Grenier-Burtis, M. (2023) Educating students with severe disabilities through an inclusive pedagogy in physical education. Sport, Education and Society, 28(8), 887-900.
Hagiwara, T., Kihara, S. & Chosokabe, H. (2023) A Study of Teachers' Knowledge for Inclusive Physical Education Classes at Elementary School: A Case Study of Interviews Based on the Replay Stimulation Method Using Class Videos. International Journal of Sport and Health Science, 21, 74-95.
Recommended Citation
Leydon, Chloe Miss; Pedlow, Katy Dr.; Connolly, Sinead Mrs.; Daly-Lynn, Jean Dr.; and McConnell, Karen Dr., "“Inclusion in primary physical education from the perspectives of educational staff and pupils with disabilities: a qualitative systematic review”" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 24.
https://sword.mtu.ie/isapa/2025/day2/24
“Inclusion in primary physical education from the perspectives of educational staff and pupils with disabilities: a qualitative systematic review”
Background: Physical Education (PE) is fundamental to the health and wellbeing of every pupil. Despite this, research suggests that exclusion of pupils with disabilities in PE is prevalent. However, the literature suggests that there have been no systematic reviews conducted to explore the experiences of inclusion in primary PE.
This review aimed to explore the perspectives of primary school educational staff and pupils with disabilities in relation to barriers, facilitators and practices used for inclusion in primary PE.
Methods: A qualitative systematic review was conducted. Six electronic databases were searched alongside grey literature and manual searches of reference lists. Data extraction and critical appraisal using the JBI critical appraisal checklist for qualitative research (2020) were undertaken. Following this, thematic synthesis was employed to synthesise primary research findings.
Results: 32 studies were included. Three themes were identified: competence, relatedness and autonomy.
Educators lacked competence advocating for hands-on training and resources. Feelings of incompetence also impacted pupils with disabilities, combated by practices to promote achievement in PE. Educators felt their efforts were solitary, relatedness was bolstered through collaboration with colleagues, healthcare professionals and parents. Positive peer interaction was vital to pupil with disabilities sense of inclusion and relatedness. Autonomy was supported through access to resources and contributing to decision-making for stakeholders.
Conclusion: Competence, relatedness and autonomy are central to inclusion in primary school PE. Primary school educators’ welcome professional advice and strategies to enhance PE for pupils with disabilities. Future research should explore hands-on training and inclusive PE resources for primary educators.
References
Butler, A., Hall, H. & Copnell, B. (2016) A guide to writing a qualitative systematic review protocol to enhance evidence‐based practice in nursing and health care. Worldviews on Evidence‐Based Nursing, 13(3), 241-249.
CDC. (2024) Disability and Health Overview. USA. Available at: https://www.cdc.gov/ncbddd/disabilityandhealth/disability.html [Accessed 22nd of October 2024].
Chapman, M. (2019) An Investigation into the Physical Education Experiences of Children with Autism. MSc. Canterbury Christ Church University.
Chiu, T.K. (2022) Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54, 14-30.
Coates, J. & Vickerman, P. (2010) Empowering children with special educational needs to speak up: Experiences of inclusive PE. Disability and Rehabilitation, 32(18), 1517-1526.
Goodwin, D.L. & Watkinson, E.J. (2000) Inclusive PE from the perspective of students with physical disabilities. Adapted Physical Activity Quarterly, 17(2), 144-160.
Goodwin, D.L. (2001) The meaning of help in PE: Perceptions of students with physical disabilities. Adapted physical activity quarterly, 18(3), 289-303.
Groff, D.G. & Kleiber, D.A. (2001) Exploring the identity formation of youth involved in an adapted sports program. Therapeutic Recreation Journal, 35(4), 318-332.
Grenier, M.A. (2004) Inclusion in physical education for students with severe disabilities. Ph.D. University of New Hampshire.
Grenier, M., Patey, M., Lieberman, L. & Brian, A. (2020) A Collaborative Approach for Engaging Students with Severe Disabilities in Physical Education. European Journal of Adapted Physical Activity, 13(2), 1-15.
Grenier, M., Patey, M.J. & Grenier-Burtis, M. (2023) Educating students with severe disabilities through an inclusive pedagogy in physical education. Sport, Education and Society, 28(8), 887-900.
Hagiwara, T., Kihara, S. & Chosokabe, H. (2023) A Study of Teachers' Knowledge for Inclusive Physical Education Classes at Elementary School: A Case Study of Interviews Based on the Replay Stimulation Method Using Class Videos. International Journal of Sport and Health Science, 21, 74-95.