Abstract:
The challenges associated with participating in Physical Education (P.E) define the
resists associated with the willingness of physically challenged students to
participate in practical P.E lessons. The purpose of this study was to investigate the
participation of physically challenged students in the Colleges of Education in the
Volta Region. The study used phenomenological research design to investigate the
lived experiences of the physically challenged students on their participation in P.E
and other co-curricular activities. Thirteen physically challenged students and eight
P.E tutors participated in the study. Purposive sampling was used to sample
respondents based on the insight and in-depth understanding of the experiences of
the participants. The physically challenged students were in levels 200 and 300
within the 2019 and 2020 academic years. This method was most convenient and
enabled the researcher to generate in-depth evidence about experiences lived by
these students during their engagement in P.E and Sports. The study used a semistructured
interview schedule with open-ended questions to collect data. The
recorded data were transcribed, coded and themes formulated and analyzed using
Haase’s adaptation of Colaizzi’s method. The results of the study show that
physically challenged students appreciate their involvement in P.E and co-curricular
activities. It was established that infrastructure, and equipment, societal perception
and attitude, cultural norms inhibited their participation. It has been proven, teacher
attitude is a key factor that had kept the student active in the participation of physical
activities. The applied significance of this study lies in the fact that Colleges in the
Volta Region will appreciate the difficulties faced by physically challenged students
and will find ways to keep them active in the participation of physical activities in
P.E lessons and co-curricular activities.
Description:
A thesis in the Department of Health, Physical Education,
Recreation and Sports submitted to the school of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Physical Education)
in the University of Education, Winneba
DECEMBER, 2021