Still feeling like a spare piece of luggage? Embodied experiences of (dis)ability in physical education and school sport

“Indeed, within contemporary society youthful, slim, toned and sensual bodies are held with the highest regard (Shilling, 1996; Wright, 2000; Oliver, 2001).”

“According to Fitzgerald (2005), such feelings can, to some degree, be attributed to the paradigm of normativity that tends to prevail in sport and physical education settings.”

“Several studies explored student’s perceptions of being bullied and socially isolated by typically developing peers (Fitzgerald, 2005; Goodwin & Watkinson, 2000; Healy et al., 2013; Moola et al., 2011) and discriminated against by teachers (Coates, 2011).”

“In the same way that the role of the sexed body is ‘problematic’ within feminism, Fitzgerald (2005) suggests that debates within disability studies are similarly tasked by the ‘problem’ of the body.”

“Most disability research is founded on either medical or social model perspectives (Fitzgerald, 2005 ), and during the last 20 years, these two models have established themselves as the dominant discourses within disability research (Aitchison, 2003 ; Johnston, 1996 ).”

“…these reviews have identified that positive experiences, which tend to be associated with favorable relationships with physical educators who value their input, are available to those with disabilities in physical education (Coates & Vickerman, 2008; Fitzgerald, 2005; Haegele & Sutherland, 2015).”

“Working in the field of disability, Fitzgerald (2005) argued that developing motoric competencies should focus on educational aspirations rather than identifying performances (p.55).”

“Researchers have developed a number of theoretical models in the past 30 years in an attempt to better understand and explain motivated learning behavior and process (e.g., Sansone & Harackiewicz, 2000; Wigfield & Eccles, 2002).”

“Several studies also indicate that the behaviour of PE teachers is crucial to students’ experiences (Blinde & McCallister, 1998; Fitzgerald, 2005; Goodwin & Watkinson, 2000).”

“…the perspectives of children with physical disabilities (Blinde and McCallister, 1998; Goodwin and Watkinson, 2000; Hutzler et al., 2002; Kristen et al., 2002; Fitzgerald et al., 2003a; Fitzgerald, 2005) and as such may not prove representative of the full sphere of special educational needs.”

“…of embodiment also provides important insight into an individual’s experiences in physical education and creates the possibility of interrupting articulations of the body that are narrowly understood in exclusionary ways related to, for example, gender (Fisette 2011) and ability (Fitzgerald 2005).”

“socially isolated is not unique to youth with visual impairments and has been described by youth with physical disabilities (Fitzgerald, 2005) and those with”

“…provided by teacher training providers (Farrell 2001; Slee 2001); particularly as the educational experiences received by children with SEN in PE relate directly to the ability of teachers to adopt flexible, responsive and worthwhile educational experiences (Hutzler et al. 2002; Fitzgerald 2005).”

“(Brown and Evans 2004) and of high sporting/motor-skill ability (Fitzgerald 2005).”

“Similar accounts of not being listened to were reported in studies by Fitzpatrick and Watkinson (2003) and by Fitzgerald (2005, 2009).”

“Importantly, some physical educators always had appropriate lessons planned for SWD and never restricted participation through lack of planned teaching accommodations (Fitzgerald 2005).”

“More recently, the views and reflections of disabled students have also come to the attention of researchers (Goodwin & Watkinson, 2001 ; Brittain, 2004 ; Fitzgerald, 2005 ; Fitzgerald & Kirk, 2009 ; Coates & Vickerman, 2010 ).”

“C: ‘‘Sometimes [in ‘‘jail’’] I win other people because I’m good, I’m, I’m faster doing er like I throw it really fast’’ Similarly, Fitzgerald et al. [14] found that 57% of their sample enjoyed basketball – a highly competitive games activity.”

“These valued dispositions are often shaped around the ability to perform and practice physical movements with skill and technique to accrue dispositions with particular physical capital (see Evans, 2004; Fitzgerald, 2005).”

“Thus, student voices are needed to involve them in the planning and organization of PE activities (Fitzgerald, Jobling, and Kirk 2003; Fitzgerald 2005, 2012).”

“More optimistically, Fitzgerald et al. (2003) note that when children are provided with inclusive opportunities in PE the benefits are highly evident.”

“Unfortunately, these types of negative attitudes can adversely impact the educational experience of students with disabilities, especially when teachers are unwilling to modify activities (Bredahl 2013; Fitzgerald 2005).”

“This is a notable distinction, as contemporary research has acknowledged that gaining access to the physical space by itself is not sufficient for fostering feelings of inclusion without other social and pedagogical considerations (Fitzgerald, 2005; Wilhemsen et al., 2019).”

“Identifying support stmctures requires teachers to engage in communication practices that do not limit notions of competence, particularly for students with disabilities (Fitzgerald, 2005).”

“Similarly, boys in physical education classes have been called insulting names by other children [38].”

“The (moral) value that becomes attached to students’ bodies through categorisation and normalisation may impact negatively on students’ subjectivities and produce feelings and practices of exclusion in PE however (Fitzgerald 2005; Sykes and McPhail 2008; Wright 1996).”

“However, Fitzgerald (2005), as well as Hay and lisahunter (2006), have shown that not all skills and competencies are valued within the PE context.”

“Positive feelings toward PE teachers, like these, are an important contributing factor toward positive experiences in PE (Fitzgerald, 2005; Haegele and Sutherland, 2015).”

“Acceptance of disability requires deeper considerations in search of a change in the culture of the school community and in the performance standards in PE classes (Fitzgerald, 2005).”

“those that do not achieve the kind of makeup typically desired in PE contexts (Fitzgerald, 2005), which can influence instances of bullying, social isolation, and other forms of discrimination (Coates & Vickerman,”

“…education, relationships with teachers, EAs, and peers impacted children’s positive and negative experiences (Butler and Hodge 2004; Coates and Vickerman 2010; Fitzgerald 2005; Fitzgerald and Stride 2012; Healy, Msetfi, and Gallagher 2013; Hutzler et al. 2002; Spencer-Cavaliere and Watkinson 2010).”

“ities (Goodwin & Watkinson, 2000) and the social value placed on activities (Fitzgerald, 2005; Haegele & Sutherland, 2015).”

“The PE classes still reproduce the values and discourses of a prejudicial understanding of disability as a problem of the individual, an indicator of the medical model of disability (Fitzgerald 2005; Petrie, Devcich, and Fitzgerald 2018).”

“Literature by 19 authors Fitzgerald (2005); Smith and Thomas (2006) and Thomas and Smith (2003) support 20 this, noting a lack of opportunities for people with disabilities to engage in sport and physical 21”

“Similarly, Fitzgerald (2005) focused on exclusionary practices in mainstream PE.”

“This assertion is supported by prior research, which has acknowledged that gaining access to the integrated physical space is not sufficient for fostering feelings of inclusion without other social and pedagogical considerations (Fitzgerald, 2005; Wilhemsen et al., 2019).”

“Thirdly, PE teachers are also reported to make young disabled students feel marginalised because they appear to lack the knowledge or lack the confidence to adapt teaching and learning tasks in their lessons, and do little to encourage their active participation (Blinde and McAllister 1998; Doubt and McCall 2003; Fitz…”

“The utility of Bourdieu’s theory in relation to fields associated with PA has already been established (see e.g. Fitzgerald 2005; Evans and Davies 2008; Quarmby and Dagkas 2013).”

“…students with disabilities in integrated settings such as being removed from activities, being belittled by physical educators based on perceived inabilities, and unsuccessful social relationships with peers (Bredahl, 2013; Coates, 2011; Fitzgerald, 2005; Haegele & Zhu, 2017; Place & Hodge, 2001).”

“Problematically, even at times when disabled children and young people are permitted access to activities in these settings, they are commonly relegated to passive, unimportant or tokenistic roles (Fitzgerald, 2005; Haegele, Kirk, et al., 2020).”

“…if teachers do not plan differentiated work it can have a negative impact on the experiences of PE for some pupils with SEN. Research conducted by Fitzgerald (2005) and Smith (2004) suggests that it was not unusual for some pupils with SEN to be removed from a PE lesson, or participate in…”

“According to Fitzgerald (2005) and Evans (2014), it is necessary to critically discuss the concepts of ability and disability deeply rooted in PE classes through ableism (Fitzgerald 2005).”

“Generally speaking, students with and without disabilities tend to view physical education as enjoyable when their teachers are thoughtful, considerate of their needs, and provide activities that are meaningful to students (Fitzgerald, 2005; Haegele & Sutherland, 2015).”

“The views and reflections of disabled students have also been studied (Coates & Vickerman, 2010; Fitzgerald, 2005, 2008, 2012).”

“This finding is consistent with those from Fitzgerald [36], who reported that participants in her study who participated in adapted sport (i.e., Bocce) did not receive the same social capital as their non-disabled peers because of the value that adapted sport played in the classes’ social ecology.”

“Here, Robin positions Jack as less able than him and his team-mates, an interesting inversion of the common experience for young disabled people in sport (Fitzgerald, 2005).”

“In this account Stefan expresses awareness that he is socially excluded because physical limitations impact on perceptions of his ability and willingness to participate (Carter and Spencer 2006; Fitzgerald 2005; Bourke and Burgman 2010; Bantjes et al.”

“Authors such as Morley et al. (2005) and Fitzgerald (2009) note best practice in inclusive PE should be premised by good differentiation that has the potential to benefit all children rather than an over reliance on wanting to know how it relates specifically to a condition or disability.”

“Cri-tiques of the discipline as being dis-embodied (e.g. Evans 2004; Stolz 2013), alienating (Fitzgerald 2005; Wright 2000) and obliquely educative (Kirk 2010; Quennerstedt 2019) prevail.”

“We make this point because PE training and practices are anchored in tradition and this reproduces normative ideas about ability and performance (Backman & Larsson, 2016; Fitzgerald, 2005).”

“The continued perpetuation of this educational ritual as a cultural norm has resulted in some pupils with SEN spending less time in PE lessons and often participating in a narrower PE curriculum when compared to their age peers (Fitzgerald, 2005; Smith, 2004).”

“In this regard, two main paradigms seem to dominate the academic discourse: the medical (or individual) model and the social (or collective) model of disability (Fitzgerald, 2005; Oliver, 1996b).”

“Some of the pupils with SEN interviewed by Fitzgerald (2005) suggested that there was often a process of peerled exclusion whereby some pupils with SEN were bypassed in activities, particularly in team games (for example, during a passing move) by their age-peers because of their ostensibly…”

“These are issues that are all too common in physical education and often reinforced rather than challenged by the actions or inactions of physical education teachers (Ennis, 1999; Fitzgerald, 2005; Stride et al., 2020) (Table 9).”

“Even though adapted and disability sports serve to provide an alternative means of participation, the same kind of status or recognition as their non-disabled counterparts has not yet been achieved by its best proponents (Barton 1993; Fitzgerald 2005).”

“The overall framework underpinning the medical perspective predisposes practitioners to think of a “condition” within an abnormal body, which needs appropriate “treatment” (Fitzgerald, 2005; Oliver & Barnes, 2006).”

“In Coates and Vickerman (2010), Coates (2011), Connors and Stalker (2007) and Fitzgerald (2005) PE studies, their focus groups made use of schedules, including broad topic areas that encompass the child’s likes and dislikes in PE, PE teachers, changes they would make to PE lessons, and sport…”

“Fitzgerald (2005) and Smith and Thomas (2006) highlight the lack of research into the experiences of pupils themselves, insisting that more research needs to take into account pupils’ views.”

“In these scenarios, PE classes became an environment for e ffi ciency and performance, built on standards of normality (Barton 2009; Evans 2004; Fitzgerald 2005; Fitzgerald and Hay 2015), and recognised as a place where diversity and disability were not accepted (DePauw 2000; Evans 2004; Fitzgerald…”

“En el caso de la EF además, debemos añadir la importancia de cuestionarnos las concepciones dominantes de habilidad que tenemos integradas a través del habitus presente en la asignatura (Fitzgerald, 2005).”

“If we understand disability as the outcome of the interaction between individual attributes and contextual conditions, as in the interactional approach to disability (Shakespeare, 2006), it becomes important to explore how we can alter the way PE is taught in response to the needs and abilities represented within the…”

“They often feel stressed, excluded or picked on during such lessons (e.g. Apelmo, 2016, 2019; Bredahl, 2013; Fitzgerald, 2005; Fitzgerald & Stride, 2012; Gaskin et al., 2012; Lamb et al., 2016; van Amsterdam et al., 2015).”

“…2008; Barron, 1996; Bredahl, 2013; Gaskin, Andersen, & Morris, 2012; Lauruschkus, Hallström, & Nordmark, 2015; Taub & Greer, 2000) or in PE per se (Fitzgerald, 2005; Fitzgerald & Stride, 2012; van Amsterdam, Knoppers, & Jongmans, 2015) have shown that disabled students often feel excluded,…”

“More specifically, APE coursework should include experiences: (1) of the daily realities of schools and classrooms (Sleeter, 2008); (2) with APE-specific content and theoretical knowledge and pedagogy (Sato and Hodge, 2012); (3) demonstrating the academic and social experiences of students with disabilities in APE (Fi…”

“Azzarito (2009) and Fitzgerald (2005) contend that those whose bodies do not conform to dominant norms of physical appearance, such as the disabled, the fat or racial minorities, are often marginalized in or excluded from physical activity settings.”

“…in physical education for favouring those already active in competitive sports to the exclusion of others, for example, pupils with disabilities (Fitzgerald 2005; Svendby and Dowling 2013) or other pupils whose abilities are not usually recognised in physical education (e.g. Evans 2004; Hay and…”

“…2019 KEYWORDS Blindness; physical activity; intersectionality; obesity Individuals with disabilities1 have reported experiencing a multitude of challenging experiences during PE that are driven by perceptions of inability (Coates & Vickerman, 2008; Fitzgerald, 2005; Haegele, Yessick, & Zhu, 2018).”

“Studies have focused on pupil voice from within particular populations within physical education, such as girls (Oliver and Lalik 2001), disabled youngsters (Fitzgerald 2005) and sports leaders (MacPhail, Kirk, and Eley 2003).”

“Research by Goodwin and Watkinson (2000), Kristen, Partiksson, and Fridlund (2002), Fitzgerald, Jobling, and Kirk (2003a) has identified children with SEN”

“Harmful practices, such as excluding classmates within games, teasing or openly ranking peers’ bodies (Hills, 2007), allowed them to maintain privileged positions while undermining other students’ experiences in PE (Fitzgerald, 2005; Hay and lisahunter, 2006; Hay and Macdonald, 2010a; Hunter, 2004; Koca et al., 2009).”

“Finally, Fitzgerald (2005) reported that students with disabilities have more positive perceptions of PE experiences when their needs are accommodated for.”

“While studies such as Stockley (2010) and Todd and Reid (2006) have found that team sports have been the most divisive for SEND pupils (particularly for children with autism), often reproducing normative hierarchies and situating young disabled people as inferior and di ff erent (Fitzgerald, 2005).”

“The experiences of those with such difficulties have been studied by Goodwin and Watkinson (2000), Kristen, Patriksson, and Fridlund (2002), Fitzgerald (2005) and Goodwin (2007). However, there have been relatively few previous studies that have com-”

“The PE teachers and the sports they provided could remain normative, not adapted to include Rachel (Fitzgerald 2005).”

“While the experiences of this heterogenous group are diverse, most of the research highlights the difficulties that disabled young people experience developing social capital and positive and meaningful relationships with non-disabled peers, with some experiencing social isolation and even bullying in the school and P…”

“This finding can be supported by previous reports informing that some children developed a retaliation response with the same bullying behaviour to their peers (Davis & Watson, 2001; Fitzgerald, 2005).”

“A number of studies have also sought the views of young people with disabilities about PE in special schools (Aspley Wood School, 2009; Fitzgerald, 2007, 2005).”

“For example, individuals with disabilities have reported that their experiences in integrated PE settings often have few positive social interactions with their peers without disabilities (Block and Obrusnikova, 2007; Fitzgerald, 2005; Haegele and Sutherland, 2015; Healy et al., 2013).”

“Indeed, research suggests (for examples, see: Fitzgerald, 2005; Maher, 2010; Morley et al., 2005; Smith and Green, 2004) that one outcome of the emphasis placed on performance, achievement and skill development in competitive sport and team games is that many pupils with SEN have been and will…”

“…of marginalization can be common for disabled pupils, perhaps more so than any other curriculum subject, with many reporting instances of discrimination and belittlement from teachers and peers (Fitzgerald 2005; Haegele et al. 2020; Holland and Haegele 2021; Spencer-Cavaliere and Watkinson 2010).”

“…in the same activities as their non-disabled peers, adaptations such as those described above have been recognized for reinforcing ableist narratives by the perception and belief in the student’s inability to fulfil the proposed tasks in PE class (Alves, Haegele, et al., 2018; Fitzgerald, 2005).”

“Regarding students with SEN, the PE curriculum for grades 1– 2 highlights the importance of meeting the individual needs of all students concerning the instruction and assessment of PE.”

“support staff and omitted the voices of young people themselves (Fitzgerald, 2005; Wickman, 2015).”