Breaking Barriers: Enhancing Sports Participation for Learners with Physical Disabilities in Vhembe District’s Special Schools
Bibliographic record
Abstract
Amongst recorded benefits, sports and recreation activities increase physical movement and mobility. They also improve fitness and flexibility, which promotes a greater range of motion and causes of movement for people with physical disabilities. This study aimed to identify the challenges faced by learners with physical disabilities while participating in sports and recreation activities at selected special schools in the Vhembe District of South Africa. A qualitative approach using a descriptive survey was employed to provide an accurate portrayal of the opinions, beliefs, and knowledge of learners who participate in sports and recreation. A focus group discussion was conducted with 44 learners (22 boys and 22 girls) with physical disabilities at selected special schools in Vhembe District, and one face-to-face interview was carried out with the sports master from the selected special school in the Vhembe District. Data analysis was conducted thematically to identify patterns in challenges faced by learners with physical disabilities when engaging in sports activities at special schools in the Vhembe District. Results indicated that learners participating in various sporting activities gain numerous benefits, but they are also exposed to social, physiological, and physical challenges. Learners view these challenges as barriers to furthering their interest in sports and recreation activities. There is a need to design and implement an awareness programme for all learners with different types of disabilities to enable them to interact with others without discrimination. Keywords: Sports Participation, Physical disabilities, Special schools, Barriers and Challenges
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".