Evaluating Inclusive Physical Education Programs to Enhance Physical Literacy Among Physically Disabled University Students in Punjab, Pakistan

Abstract

This study explores the effectiveness of inclusive physical education programs in enhancing physical literacy among physically disabled university students in Punjab, Pakistan. Physical literacy, which encompasses motivation, confidence, competence, and knowledge, is essential for individuals with disabilities to foster independence, improve well-being, and promote social inclusion. The research aims to assess the challenges faced by disabled students in physical education and evaluate how inclusive programs contribute to overcoming these barriers.
Qualitative research design was employed, using semi-structured interviews as the sole data collection tool. Interviews were conducted with physically disabled university students, teachers and head of departments to gather in-depth insights into their experiences, challenges, and perceptions of inclusive physical education programs. Thematic analysis was applied to identify common patterns and themes in the responses.
Findings indicate that inclusive PE programs face four major challenges. Accessibility remains a key issue, as many universities lack essential infrastructure such as accessible toilets, libraries, lecture halls, and adaptive sports equipment, leading to exclusion and reduced participation. Teacher preparedness is another barrier, with many educators lacking training in adaptive physical education, making it difficult to modify activities to accommodate students with disabilities. Peer interactions also significantly impact students’ motivation and participation, as negative social experiences, such as exclusion and marginalization, deter engagement in PE activities. Lastly, curriculum flexibility is a concern, as rigid standardized PE programs fail to address the diverse needs of students, often resulting in their exclusion. The study highlights the need for adaptive activities and individualized learning goals to ensure equitable participation.
The study concludes that enhancing the effectiveness of inclusive physical education programs requires systemic reforms. Universities should invest in accessible infrastructure, implement disability-sensitive curricula, and provide targeted training for instructors. Addressing these gaps will ensure that physically disabled students receive equitable opportunities to develop physical literacy, ultimately fostering lifelong engagement in physical activities and improving their overall well-being.