장애아동의 체육수업 참여 경험에 대한 근거이론 분석* = A Grounded Theory Study on the Physical Education Participation Experiences of Children with Disabilities

다국어 초록 (Multilingual Abstract)

Purpose: This study explored the participation experiences of children with disabilities in physical education (PE) using a grounded theory approach and aimed to theoretically explain how participation is formed within PE classes. By conceptualizing participation as a process rather than an outcome, the study sought to provide implications for physical education.
Methods: A grounded theory research design was employed. Participants were children with disabilities who had experience participating in PE classes. Data were obtained through in-depth interviews and observations, and analyzed using Strauss and Corbin’s model of open, axial, and selective coding. The constant comparative method was applied to generate concepts, categories, and a theoretical model explaining the participation formation process in PE.
Results: Participation in physical education emerged as a dynamic process centered on the core phenomenon of a ‘classroom environment in which the body is exposed.’ Participation was shaped by interacting conditions, including individual bodily experiences, teachers’ instructional practices, peer interactions, and task structures. Within these contexts, children adopted strategies to avoid or regulate participation, while participation was strengthened through accumulated successful experiences and supportive interactions.
Conclusion: This study contributes to the literature by theorizing participation in physical education among children with disabilities from a process-centered perspective. By emphasizing participation as an experiential process, the findings offer practical implications for instructional design in inclusive and adapted PE settings.