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dc.contributor.authorHedley, Melanie
dc.date.accessioned2011-03-08T18:15:07Z
dc.date.available2011-03-08T18:15:07Z
dc.date.issued2011-03-08
dc.identifier.urihttp://hdl.handle.net/10464/3170
dc.description.abstractThis research offered children with disabilities the opportunity to express their voices in the description of their movement experiences. Three children aged 10-13 shared their experiences in school physical education and adapted physical activity. Observations of participants using interactive media activities in an adapted physical activity program were used to supplement interviews. The aim of this research was to discover how future professionals are prepared to design and implement physical activity and physical education programs for children with disabilities. A document analysis of Ontario university course calendars in the fields of physical education and kinesiology, disability studies, and teacher education was utilized. Data from each data context underwent four levels of reduction: 1) content, 2) categorical, 3) thematic, and 4) indigenous typologies. Findings are presented at each level leading to the presentation of indigenous typologies. Typologies of Forbidden-ness and Dichotomous Thinking were identified in the research.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectChildren with disabilitiesen_US
dc.subjectPhysical fitness for people with disabilitiesen_US
dc.subjectMovement educationen_US
dc.titleLived experiences of children with disabilities in various movement programsen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Applied Health Sciencesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentApplied Health Sciences Programen_US
dc.degree.disciplineFaculty of Applied Health Sciencesen_US


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