Promoting physical education, physical activity and sport participation with children with intellectual disability in an inclusive setting

Farrugia, Amanda ORCID: 0009-0004-1826-1943 (2025). Promoting physical education, physical activity and sport participation with children with intellectual disability in an inclusive setting. University of Birmingham. Ph.D.

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Abstract

While the notion for students with ID to be included in inclusive education is sought to be as a human right, Malta is still struggling to include children with intellectual disability (ID) in physical education (PE), physical activity (PA) and sports. This is the driving force behind this PhD, which has three aims, namely, (a) to explore the barriers and struggles children with ID face when participating in PE, PA, and sports in and outside school; (b) to investigate the strategies used by PE teachers and LSEs to provide children with ID with quality inclusive PE, PA, and sports experiences; and (c) to
understand who the promoters of inclusive PE, PA, and sports in Malta should be.

The study used a Community-Based Qualitative Research (CBQR) approach and comprised three qualitative research phases: Phase 1 which involved semi-structured interviews with 18 children with ID and their parents/guardians explored their lived experience in inclusive PE, PA, and sports in mainstream settings in Malta; Phase 2 which involved semi- structured interviews with 16 PE teachers and 16 LSEs working in secondary mainstream schools in Malta discussed strategies used and the requirements needed to deliver inclusive PE, PA, and sports activities for children with ID; and, Phase 3 which involved semi-structured interviews with 9 educational and government stakeholders which looked at how inclusive PE, PA, and sports could be promoted in mainstream settings in Malta.

The study found that there are a number of barriers hindering children with ID’s participation in PE, PA, and sports that get worse as the children grow older as their physical and cognitive abilities remain inferior to those of typically developing peers (TDP). Their lack of a sense of competition leads them to be marginalised during PE lessons and sport club sessions. PE teachers and LSEs lack the knowledge, training, i equipment, and resources to support the diverse needs of these students and the large number of students in class makes it impossible for them to provide individual attention, leading to segregation. The study suggests that tailormade educational courses and hands-on training be provided to PE teachers, LSEs, and sport coaches to give them the skills to embrace diversity in PE, PA, and sports. PE teachers, LSEs and sport coaches should make use of different pedagogical strategies to create a community of practice were every student is valued and included in PE, PA, and sports activities. It also recommends that children with ID be placed in educational settings which are suited to their needs. Lastly, while acknowledging the educational gap in Malta, stakeholders emphasised the importance of having every member of the community involved in the relevant decision and policy making, including the children with ID themselves, to truly achieve an inclusive environment for PE, PA, and sports for children with ID.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):