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Lived experiences of children with disabilities in various movement programs

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dc.contributor.author Hedley, Melanie
dc.date.accessioned 2011-03-08T18:15:07Z
dc.date.available 2011-03-08T18:15:07Z
dc.date.issued 2011-03-08
dc.identifier.uri http://hdl.handle.net/10464/3170
dc.description.abstract This 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.iso eng en_US
dc.publisher Brock University en_US
dc.subject Children with disabilities en_US
dc.subject Physical fitness for people with disabilities en_US
dc.subject Movement education en_US
dc.title Lived experiences of children with disabilities in various movement programs en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name M.A. Applied Health Sciences en_US
dc.degree.level Masters en_US
dc.contributor.department Applied Health Sciences Program en_US
dc.degree.discipline Faculty of Applied Health Sciences en_US


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