Experiences of Physically-Challenged Students Toward Physical Education Activities

Abstract

The experiences of physically-challenged students within physical education activities settings have been a topic of increasing attention and concern. Physically-challenged learners (PCLs) need physical activities, yet there are increasing worries that these students still struggle with practical sessions. These barriers not only limit physical participation but also contribute to a cycle of exclusion and negatively impact the social and emotional well-being of students with disabilities. Addressing these environmental and systemic issues is crucial for fostering a more inclusive and supportive physical education framework that enhances self-esteem and promotes equal opportunities for all students. This study was conducted to explore the lived experiences of the physically-challenged students toward Physical Education activities. The study utilized the descriptive phenomenological inquiry aided by a semi-structured interview. Eight enrolled university students during the first semester of SY 2024-2025 were randomly selected and included in the study upon obtaining their consent for participation. Data revealed that the challenges faced by physically-challenged students included difficulties in participation and social interactions that led to feelings of exclusion and frustration highlighting the need for more inclusive practices within the physical education programs.