Body image and physical education: Reflections of individuals with visual impairments. (November 2019)

• Record Type: Journal Article
• Authors: Haegele, Justin; Zhu, Xihe
• Is Part Of: European physical education review. Volume 25:Number 4(2019)
• Page Start: 1002
• Page End: 1016
• Publication Date: 2019-11
• Subjects: Phenomenology -- blindness -- physical activity -- body satisfaction; Physical education and training -- Europe -- Periodicals; 613.7
• DOI: 10.1177/1356336X18789436
• Languages: English
• ISSNs: 1356-336X

Abstract

The purpose of this study was to examine reflections of body image development experiences in school-based physical education and sport among individuals with visual impairments. This qualitative study utilized an interpretative phenomenological analysis. A purposive sample of 10 participants (ages 21–34; eight female, two male) residing in North America were included. Semi-structured, audiotaped telephone interviews and reflective interview notes were data sources for this study. Data were analysed using a three-step process inspired by interpretative phenomenological analysis, and themes that were identified across participants were summarized, presented as results, and discussed concurrently. Based on the data, two interrelated themes were constructed: (a) 'overweight and never really got proper exercise': repercussions of exclusion, and (b) 'the way I looked was very important': social pressures informing body image. These themes expand the current literature by describing the influences school-based physical education and sport contexts can have on the body image development experiences of individuals with visual impairments. Exclusion from activities and peer social comparisons are highlighted as critical features of physical education and sport experiences that can affect body image among this population.