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.
