VIDBE-Q 2025 Volume 70 Issue 4
critique, ensuring that the findings accurately reflected participants' experiences and
were interpreted with reflexivity.
Findings
Based on analysis, five interrelated themes were constructed to depict the
experiences of students with VI in PE and in recreational physical activity, namely,
1) Physical and unequal participation in PE; 2) Adaptations of equipment; 3)
Obstacles; 4) Inconsistent presence of support and 5) Facilitators.
Physical and unequal participation: "I participate like the others"
The experience of participation in PE classes reported by students with VI
differed depending on whether they attended inclusive or special schools. Inclusive
settings appear to follow the guidelines of the regular PE curriculum, receiving
three periods per week participating at the same level as their peers. "I participate
like the others, I have three periods of 45-minutes every week" (P1). Conversely,
students in special schools reported fewer instructional hours, with only one PE
class per week. This difference suggests an unequal provision of PE opportunities
between the two educational settings. "I have one hour of PE per week. Yes, I can
do everything, try a bit of everything. I don't use a special ball; I can play with
regular balls, it doesn't make any difference" (P6).
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