Forging friendships: the experience of a peer-based physical activity program for students with disabilities and volunteers at a Canadian University. Issue 2 (14th March 2020)

• Record Type: Journal Article
• Authors: Moola, Fiona
• Is Part Of: Qualitative research in sport, exercise & health. Volume 12:Issue 2(2020)
• Page Start: 207
• Page End: 223
• Publication Date: 2020-03-14
• Subjects: Disability -- physical activity -- university -- youth -- emerging adulthood -- phenomenology -- affective theory; Sports sciences -- Research -- Methodology -- Periodicals; Exercise -- Research -- Methodology -- Periodicals; Health -- Research -- Methodology -- Periodicals; 613.71
• DOI: 10.1080/2159676X.2019.1581655
• Languages: English
• ISSNs: 2159-676X

Abstract

ABSTRACT: Historically, the 'ivory tower' has been guarded in its approach to educating students with disabilities. Further, these students' physical activity experiences have been greatly neglected in the existing scholarship. Drawing on the phenomenological research tradition and affective theories – which offer unique opportunities to foreground the body and emotions in knowledge – in this study, I explored the experience and phenomena of physical activity and peer relationships in the context of a physical activity program for students with disabilities and volunteers at a Canadian university. Students with disabilities forged new friendships with their peers throughout the program and experienced the body in more pleasurable ways. Volunteers became more aware of their problematic assumptions toward disability over the course of the program and began to question the accuracy of previous disability knowledge. Peer-based physical activity appears to play a beneficial role in the lives of students with and without disabilities on campus. It is hoped that the findings advance scholarship and programs to facilitate inclusive physical activity for university students with disabilities, prompting the ivory tower to widen its doors.