OUR Voices Matter: LGBTQIA+ Students Lived Experiences in Physical Education Classes

Abstract

This study explores the lived experiences of LGBTQIA+ students in Physical Education classes. The study aimed to explore the lived experiences of LGBTQIA+ students participating in PE classes, the coping mechanisms of LGBTQIA+ students with the challenges encountered in PE classes, and the insights participants can share with the academic community. The study is a qualitative phenomenological research design and draws on the experiences of twenty LGBTQIA+ participants coming from public and private secondary schools in Davao del Sur. Methods used include focus group discussions and in-depth interviews to explore the participants' experiences. Data were analyzed qualitatively using Colaizzi’s method to derive the most emergent theme per research question. This study found that LGBTQIA+ participants experienced and felt acceptance played a vital role, had fun moments in PE classes, had uncomfortable moments in PE classes, and had unwanted physical activities. To cope with the challenges, LGBTQIA+ participants maximized their potential, gained a support system, and used adaptive strategies. Further, participants shared insights with the academe and the community, revealed the need to improve curricular offerings, create fair treatment, and adhere to self-preservation.