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

By H. Fitzgerald. 2005

223 citations recorded by the source corpus.

Subfields: Physical Therapy, Sports Therapy and Rehabilitation, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/66028803a998176013c7b61f49a3a413770813d9

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In Physical Therapy, Sports Therapy and Rehabilitation

In Sociology and Political Science

Citations in the corpus

Inclusion Illusion: Questioning the Inclusiveness of Integrated Physical Education (2019, background): “…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).”
Let the children have their say: children with special educational needs and their experiences of Physical Education – a review (2008, background): “…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.”
Pedagogical principles that support the prioritisation of meaningful experiences in physical education: conceptual and practical considerations (2021, background): “…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).”
Inclusion in Physical Education: Teacher Attitudes and Student Experiences. A Systematic Review (2019, background): “Several studies also indicate that the behaviour of PE teachers is crucial to students’ experiences (Blinde & McCallister, 1998; Fitzgerald, 2005; Goodwin & Watkinson, 2000).”
Trainee and recently qualified physical education teachers' perspectives on including children with special educational needs (2009, background): “…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).”
Perspectives of Students with Disabilities Toward Physical Education: A Qualitative Inquiry Review (2015, background): “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).”
Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice (2004, background): “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.”