Playing to belong: Types of physical activities among pupils with down syndrome in primary schools in Mtwara Mikindani municipality

Abstract

Physical activity is central to the health, learning and social inclusion of children with Down syndrome, yet little is known about the concrete types of physical activities that are available and accessible to them in Tanzanian primary schools. This paper focuses on the objective: to identify the types of physical activities in which pupils with Down syndrome participate in primary schools. The paper adopts a qualitative case study design. The research was conducted in five primary schools in Mtwara Mikindani Municipality. Participants comprised head teachers, sports teachers, parents/guardians and pupils with Down syndrome. The participants were selected through purposive sampling. Data were generated through semi‐structured interviews, observations of physical activity sessions and documentary review, and were analysed thematically with careful attention to trustworthiness. Findings indicate that pupils with Down syndrome participate in football, adapted volleyball and short‐distance running, complemented by rope skipping, rede (a locally popular game) and dancing during school functions. These activities were often modified in terms of rules, intensity, group composition and teacher support to enhance pupils' physical fitness, cooperation with peers, communication skills and sense of belonging in the school community to fulfil pupils' competences, increase wellness and policy aspirations for inclusive education.