Abstract:
As a key stakeholder in the development of physical culture and the promotion of inclusive practice, the School and University sector has the capacity to contribute extensively to expanding and strengthening the provision for disability sport at the local, regional and global level. Such activity is predicated in nurturing children as critical practitioners able to challenge established patterns of thinking about disability and Traditional models of activity provision. This criticality should form approaches to programming and promotion of inclusive practice both as part of the school physical activity portfolio and in the practitioner’s subsequent work with local, regional and international stakeholders. It should also equip children to challenge the systemic inequities increasingly characterized by competitive disability sport in local and global settings. This text tends to report on a small scale action research project, which sought to explore the impact of physical activities adopted on critical pedagogy approach to teaching and learning level of children with disability. The research identified that placement learning provided an impetus for the children to engage in more critical reflection of a ‘lived experience ‘through the range of elements of sports and physical activity was essential in developing children’s ability to question and challenge established ways of working with sports and physical exercise. It also considers implications for adopting critical pedagogic approaches to teaching and learning for children’s academics and administration.
The study is based on establishing the strategies for adopting children with disability in the field of sport and physical education and exercise in the changing situation in the globalization of sports today. It was also looking at inclusive sports irrespective of the ability of the people in subject.
