Lived experiences of students with visual impairment in virtual physical education learning during the COVID-19 pandemic

Abstract

This article discusses students’ experiences with visual impairment in virtual physical education (PE) learning during the COVID-19 pandemic. In-depth interviews were utilized in this interpretative phenomenological analysis (IPA) to explore the participants’ lived experiences using a particular approach during the pandemic. Cool and warm analyses were used to categorize and thematize each participant’s responses. This article concluded that the lived experiences of visually impaired students in virtual PE include challenges, coping mechanisms, support, and the need for differentiated instruction. This study may aid the PE teachers in responding to the challenges and concerns of visually impaired students in virtual PE learning. Also, this article may serve as a basis for the stakeholders to formulate appropriate and suitable guidelines for implementing virtual PE learning for students with visual impairment.