---
_id: '59915'
abstract:
- lang: eng
  text: In our daily lives, we often come across ideas and approaches that are intended
    to support and enhance our well-being, with the aim of achieving positive results,
    such as resilience and health, if implemented effectively. This trend can be understood
    as part of the long history of disciplining and normalizing the body in Western
    societies. Functioning, keeping up, and being resilient in our fast-paced society
    now appear to be the social norm. This status quo creates a link to physical education
    (PE) as a body-related school subject, where the focus is on the body and its
    performance. Several recent studies have explored the experiences of people with
    visual impairment (VI) in PE. For young people with blindness and visual impairment
    (BVI), sports and physical activity (PA) are deemed beneficial as they promote
    physical and mental health while increasing well-being and life satisfaction.
    These factors—well-being and life satisfaction—are closely intertwined with the
    concept of resilience. However, resilience cannot be conceived without acknowledging
    vulnerability, which people embody to different degrees. Vulnerability represents
    a human condition, as all people are potentially vulnerable. What can this concept
    mean for adolescents who are assigned to a so-called vulnerable group? By adopting
    a critical perspective of Ableism within the context of Disability Studies, we
    reclassified societal attributions of abilities. This article focuses on a semi-narrative
    guided interview conducted with a 15-year-old teenager with BVI who had recently
    transitioned from inclusive mainstream schools to a state-approved special school
    for the visually impaired. Thus, she has had diverse experiences in both segregated
    and inclusive educational settings. This study highlights the extent to which
    empowering personal and non-personal factors are perceived as such and examines
    their interaction with participation in sports contexts. The findings critically
    reflect on the teachers' role in either enabling or hindering participation in
    PE, emphasizing the need for inclusion-sensitive approaches in teacher education.
article_type: original
author:
- first_name: Anne
  full_name: Bödicker, Anne
  last_name: Bödicker
- first_name: Sandra
  full_name: Elisath, Sandra
  id: '112403'
  last_name: Elisath
citation:
  ama: 'Bödicker A, Elisath S. “I have a personal claim to myself”: a visually impaired
    student’s perspective on her participation in physical activity and physical education
    settings. <i>Frontiers in Sports and Active Living</i>. 2025;Volume 7-2025. doi:<a
    href="https://doi.org/10.3389/fspor.2025.1585254">10.3389/fspor.2025.1585254</a>'
  apa: 'Bödicker, A., &#38; Elisath, S. (2025). “I have a personal claim to myself”:
    a visually impaired student’s perspective on her participation in physical activity
    and physical education settings. <i>Frontiers in Sports and Active Living</i>,
    <i>Volume 7-2025</i>. <a href="https://doi.org/10.3389/fspor.2025.1585254">https://doi.org/10.3389/fspor.2025.1585254</a>'
  bibtex: '@article{Bödicker_Elisath_2025, title={“I have a personal claim to myself”:
    a visually impaired student’s perspective on her participation in physical activity
    and physical education settings}, volume={Volume 7-2025}, DOI={<a href="https://doi.org/10.3389/fspor.2025.1585254">10.3389/fspor.2025.1585254</a>},
    journal={Frontiers in Sports and Active Living}, author={Bödicker, Anne and Elisath,
    Sandra}, year={2025} }'
  chicago: 'Bödicker, Anne, and Sandra Elisath. “‘I Have a Personal Claim to Myself’:
    A Visually Impaired Student’s Perspective on Her Participation in Physical Activity
    and Physical Education Settings.” <i>Frontiers in Sports and Active Living</i>
    Volume 7-2025 (2025). <a href="https://doi.org/10.3389/fspor.2025.1585254">https://doi.org/10.3389/fspor.2025.1585254</a>.'
  ieee: 'A. Bödicker and S. Elisath, “‘I have a personal claim to myself’: a visually
    impaired student’s perspective on her participation in physical activity and physical
    education settings,” <i>Frontiers in Sports and Active Living</i>, vol. Volume
    7-2025, 2025, doi: <a href="https://doi.org/10.3389/fspor.2025.1585254">10.3389/fspor.2025.1585254</a>.'
  mla: 'Bödicker, Anne, and Sandra Elisath. “‘I Have a Personal Claim to Myself’:
    A Visually Impaired Student’s Perspective on Her Participation in Physical Activity
    and Physical Education Settings.” <i>Frontiers in Sports and Active Living</i>,
    vol. Volume 7-2025, 2025, doi:<a href="https://doi.org/10.3389/fspor.2025.1585254">10.3389/fspor.2025.1585254</a>.'
  short: A. Bödicker, S. Elisath, Frontiers in Sports and Active Living Volume 7-2025
    (2025).
date_created: 2025-05-15T14:31:31Z
date_updated: 2025-05-15T14:37:19Z
doi: 10.3389/fspor.2025.1585254
keyword:
- inclusion
- narrative interview
- sports
- teacher-education
- vulnerability
language:
- iso: eng
publication: Frontiers in Sports and Active Living
publication_identifier:
  issn:
  - 2624-9367
status: public
title: '"I have a personal claim to myself": a visually impaired student’s perspective
  on her participation in physical activity and physical education settings'
type: journal_article
user_id: '112403'
volume: Volume 7 - 2025
year: '2025'
...