To evaluate the teachers perceptions to the barriers of inclusion in physical education in a Scottish secondary school

Abstract

An increase in participation in physical education was a desirable factor among all young children in Scotland. However, previous literature had identified that inclusion of all pupils could not be achieved in physical education (PE). This study aimed to evaluate teachers’ perceptions of the barriers to inclusion in physical education in a Scottish secondary school. As there was a rising problem with inclusion and providing equal opportunities in PE in Scotland the studies objectives were: to identify barriers to inclusion, establish the concepts of inclusion and provide possible solutions or ways to prevent the barriers identified. Initial questionnaires were used to establish the main barriers to inclusion identified by the sample group of PE teachers (6 participants) from a PE department in a Scottish Secondary School. The main potential barriers identified included cultural differences, gender, co-educational classes and body image. These were further examined in follow up interviews. The results generated an overall consensus of the main barriers to inclusion in PE. Analysis of this data allowed for references to be made in relation to findings from previous research. Further discussion of the key findings allowed for possible solutions to prevent these barriers to be identified. One of the main findings was that although the teachers were able to identify and show awareness of the barriers to inclusion the majority of them failed to recognise that the barriers to inclusion was a result of their actions or caused by the curriculum. To achieve more accurate results further studies needed to be conducted on a larger sample group and gather perceptions of teachers and pupils to gain a wider perspective of opinions. Future recommendations for further research could be to include private school establishments to allow for comparisons to be made between the private and public sectors.