| dc.description.abstract | In a quest to explore the experiences of students with disabilities and their involvement in sports
activities at Makerere University, this research embarked on an insightful journey. The study,
rooted in a survey research design, engaged a diverse group of participants. Forty-six students with
disabilities from various halls of residence and one dedicated sports coach constituted the focal
point of this research endeavor. Fifty four percent (54%) of the students participated in a range of
sports, including goalball, athletics, football, volleyball, and netball with 11% engaging in interhall
sports competitions. While 67% of the students expressed an earnest interest in inter-hall
sports, a whopping 72% believed that the University's efforts to promote awareness and
accessibility of adapted sports were wanting.
The positive impact of sports participation shone through, with 96% of students reporting benefits
to their physical and mental health. Physical rewards, social connections, fitness enhancements,
self-acceptance, and even the simple joy of competition were among the cherished rewards of
participation. Nearly half of the students (46%) encountered negative attitudes, discrimination, and
segregation during sports activities. They faced a barrage of challenges, from inaccessible facilities
to financial constraints and injuries sustained in sports. Despite the challenges, the desire to
participate was strong. Motivation came from personal passion, peer influence, and the recognition
of the physical, mental, and social benefits of sports. Support and encouragement from coaches,
parents, and friends played a pivotal role in nurturing this motivation. The students with
disability’s roadmap to a more inclusive and vibrant sports community included accessible
facilities, tailored training programs, and specialized equipment, enhanced awareness campaigns,
ongoing sensitization efforts, and the organization of adapted inter-hall sports competitions that
accommodate diverse needs and abilities. | en_US |
