Parents’ Perspectives on Physical Education and Sports Classes for Children Attending a Special Education Vocational School

Abstract

This study was conducted to examine the perspectives of the families of children attending a special education vocational school regarding physical education and sports classes. In this study, a holistic case study design, a qualitative research method, was employed. The participants in the study were the families of students with special needs who are enrolled at the Special Education Vocational School in the city center of Muş. Content analysis was used to analyze the data obtained through a semi-structured interview form. The results identified three main themes: curriculum, developmental integrity, and sports as a profession, comprising a total of seven subthemes: demand for expansion, physical fitness, distributing classes across different days, individuality, being part of life, social acceptance, and a guarantee for the future. In line with this theme and its subthemes, some participants reported that physical education and sports classes in the curriculum are insufficient and should be distributed over the entire week. All participants noted that physical education and sports classes contribute to students’ health, personal development, and socialization; that they want their children to choose sports as a career; that these classes help keep children away from bad habits; and that they have a unifying effect on society. It has been observed that parents hold differing views on whether the number of physical education and sports class hours in the curriculum is sufficient. In conclusion, parents expressed a shared view that physical education and sports classes provide numerous benefits to students with special needs and should be distributed throughout the entire week. It was found that some parents were willing for their children to pursue sports as a profession.