Perceptions of inclusion in physical activity and physical education from the perspective of Finnish students

This article examines the subjective experience of inclusion in physical activity from the perspective of Finnish students with and without disabilities (n = 10). A qualitative approach based on written interviews served to reconstruct potentials and challenges of physical activities and physical education. The interviews were qualitatively content analysed using a deductive-inductive approach. The results of the study showed that inclusion, in general, is closely connected to friendships and a sense of belonging for the study participants. In addition to social relationships, motor skills also impacted on students’ opportunities of participating in school-based physical activities. While the pedagogical practices of teachers may maximize student participation in PE, recess situations have greater potential for exclusion. Furthermore, gender-specific aspects played a more significant role in the current study in comparison to the perception of special needs of the participants with disabilities.