Investigating Inclusive Practices in General Physical Education (GPE) Classes in Nigeria: An Exploratory Study

Authors

  • Okey Charles Ogu Nnamdi Azikiwe University, Awka, Nigeria
  • Judith Chikamma Okoroafor Nnamdi Azikiwe University, Awka, Nigeria

DOI:

https://doi.org/10.18666/PALAESTRA-2025-V39-I3-13255

Abstract

This exploratory study examines the inclusive practices of physical education (PE) teachers in Nigeria, focusing on integrating students with disabilities into general physical education (GPE) classes. Committed to aligning with global standards for sustainable development goals, the research highlights the critical role of PE and adapted physical education (APE) in promoting fitness for all students. The study involved 71 PE teachers from public secondary schools in nambra State, using the modified “Inclusion Rating Scale for Physical Education (LIRSPE)” and the “Physical Educators’ Effort to Include Children with Disabilities in the General Physical Education Class Questionnaire (PECQ)” for data collection. Six key research questions were formulated to explore teachers’ strategies for engaging with, integrating, assessing, and instructing students with disabilities. By exploring these questions, the study aims to provide valuable insights that could inform future policies and practices, ultimately fostering a more inclusive environment in Nigerian physical education settings. Findings indicate that PE teachers demonstrated a strong commitment to inclusivity, employed positive approaches for including students with disabilities in activities, and recognized the need for professional development and training. Additionally, they adapted instruction to meet the diverse needs of their students in an inclusive PE setting.

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Published

2025-09-28

Issue

Vol. 39 No. 3 (2025)

Section

Feature Articles

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