Martin Giese
Biographic Data
| ID | 3746704 |
|---|---|
| NAME | Martin Giese |
| GIVEN NAMES | Martin |
| FAMILY NAME | Giese |
| SIGNATURE | GIESE M |
| AFFILIATIONS | Philipps University of Marburg |
| ORCID | 0000-0002-2058-2728 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 5 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Perceived barriers and facilitators for physical activity in youth and young adults living with hemophilia. A focus group study
Introduction Hemophilia is a rare hereditary bleeding disorder characterized by a deficiency of clotting factor, resulting in an increased bleeding tendency. Historically, people living with hemophilia (plwh) were advised to avoid physical activity (PA) due to injury risk. Today, improved treatment options enable plwh more self-determined lifestyles. Moreover, medical perspectives on PA have shifted underlining the benefits of regular engagement …
Epistemic injustice in physical education and sport
This paper examines epistemic injustice as a valuable epistemological lens for critical disability studies (CDS) researchers examining issues of equity and social justice in physical education (PE) and sport. Drawing on the work of Miranda Fricker, we examine the ways in which knowledge production related to PE and sport for disabled youth may perpetuate injustices through affording excess credibility to those in positions of power who may have n…
Questioning body-normativity dominance in inclusive physical education
Grounded in Critical Disability Studies, this study examines how mechanisms of oppression are recurrently legitimized in relation to Disabled students in Physical Education (PE). Drawing on bell hooks’ perspective, this study explores recurring logics of domination, thereby deepening understandings of how oppression is produced and sustained in PE. Using a post-structuralist approach, we conducted qualitative interviews with nine PE teachers to e…
Practising the practice. Towards a theory of practising in physical education from a Bildung-theoretical perspective
Background In the international sport pedagogical discourse, practising is a marginal research topic. Nevertheless, it should be considered as an elementary component of PE. To fill this gap, we discuss the international discourse against the background of Bildung-theoretical work on practising in German-language educational studies and sport pedagogy.Theoretical approach The article is based on a phenomenologically informed perspective on Gestal…
The importance of abilities in inclusive experiences from the perspective of people with visual impairments
Background Alpine skiing offers both opportunities and challenges for individuals with visual impairments. Despite its potential for inclusion, barriers persist that limit participation. Using an ableism-critical and interpretivist perspective, this study explores inclusion as a subjective experience from the perspective of alpine skiers with visual impairments, focusing on how sport-related abilities influence inclusive processes. The aim is to …
Actually, it's pretty much like normal PE”
Purpose Blind and visually impaired (BVI) students frequently report negative experiences in inclusive Physical Education (PE), often facing social exclusion. Many transfer to special schools, however, research on social inclusion and exclusion dynamics in segregated PE remains scarce. This study examines how BVI students and their sighted PE teachers navigate ability-related social hierarchies in a segregated school in Austria. The investigation…
It's So Funny to Just Throw Off the Blind Girl” Subjective Experiences of Barriers in Physical Education With Visually Impaired Students—an Emancipatory Bad Practice Approach
The objective of this study is to examine the subjective barriers experienced by blind and visually impaired students in general physical education (PE) using qualitative research methods. A total of 10 students, comprising six females and four males, between the ages of 17 and 19 (with an average age of 18.5 years) were interviewed. The students had been enrolled in mainstream schools at the International Standard Classification of Education (IS…
Experiencing being objectified? A critical investigation of basic pedagogical categories in digital health education
Background: In this paper, we explore the role digital health education can play in physical education. We argue that the use of digital media and technologies has been accompanied by fundamental changes in basic sports pedagogical categories such as body, movement and experience. In doing so, we advance the thesis that increasing digitalisation offers multi-layered and partly paradoxical opportunities and risks for health education, which have n…
Special Olympics als Wegbereiter einer inklusiven Gesellschaft? Eine ableismkritische Analyse
Special Olympics (SO) bietet weltweit eine Vielzahl sportlicher Angebote für Menschen mit geistiger Behinderung an. Zahlreiche positive Errungenschaften im Kontext sportlicher Teilhabe durch SO sind durch Studien belegt und anerkannt. Gleichzeitig fehlt es bis dato an kritischen Analysen, die den Beitrag bzw. den Selbstanspruch von SO zur Entwicklung einer inklusiven Gesellschaft hinterfragen. Der Beitrag verfolgt das Ziel, dieses Forschungsdesid…
“If only balls could talk…”
Purpose For children with blindness and visual impairment (BVI) of all ages, disability sport and/or regular Physical Activity (PA) are deemed beneficial, promoting physical and mental health as well as increasing wellbeing and life satisfaction. In this regard, Physical Education (PE) serves as a foundation to regular and lifelong participation in PA, mainstream and/or disability sport. Research points towards manifold participation barriers for…
Barriers and Challenges for Visually Impaired Students in PE—An Interview Study with Students in Austria, Germany, and the USA
Physical education (PE) is an important part of school education worldwide, and at the same time, almost the only subject that explicitly deals with body and movement. PE is therefore of elementary importance in the upbringing of young people. This also applies to children with visual impairments. However, existing findings on participation and belonging in PE as well as on physical and motor development reveal that this group of children and ado…
Cross-Cultural Translation and Application of the Lieberman–Brian Inclusion Rating Scale for PE in German-Speaking Countries
Overcoming participation barriers of students with disabilities in physical education is of great importance and an internationally recognized goal. Research highlights that students with disabilities have mixed feelings about their inclusion experiences in physical education. Physical education teachers often do not feel prepared to appropriately support all students. In German-speaking countries in particular, there is a strong tradition of seg…
And after That Came Me”. Subjective Constructions of Social Hierarchy in Physical Education Classes among Youth with Visual Impairments in Germany
The aim of this study was to reconstruct subjective constructions of experiences in PE and feelings of being valued within PE classes in Germany by students with visual impairment (VI). Two female and two male students (average age: 19.25 years) participated in the study from the upper level. For the reconstruction of experiences of feeling valued, episodic interviews with a semi-structured interview guide were used. The data analysis was conduct…
Inklusive Didaktik
Das Provokative Essay
Körper und Körperlichkeit stehen schon immer im Zentrum sportpädagogischer Beschäftigung. Seit Jahrzehnten bestehende Paradoxien zwischen körperbezogenen Normierungstendenzen und pädagogischen Ansprüchen spitzen sich jedoch im Zuge aktueller inklusiver Bemühungen in erheblichem Maße zu. Daher scheint für die Sportpädagogik eine vertiefte und selbstkritische Beschäftigung mit der Bedeutung von Körper mehr denn je angeraten. Einen Beitrag hierzu le…
Inklusiver Sport- und Bewegungsunterricht
In diesem Buch werden von insgesamt 25 Autorinnen und Autoren interdisziplinäre Erkenntnisse aus der Behindertenpädagogik für den inklusiven Sport- und Bewegungsunterricht in der Schule ausgewertet. Die Ergebnisse werden nach den offiziellen Förderschwerpunkten systematisiert und für die Praxis in Schule und Unterricht aufbereitet. Das Buch richtet sich vornehmlich an die im inklusiven Schulsystem tätigen Sportfachkräfte, die oftmals mit dem Them…
Konstituierende Elemente einer inklusiven Sportdidaktik
Inklusiven Sportunterricht gestalten - didaktisch-methodische Überlegungen
Inklusiver Sportunterricht in Theorie und Praxis
Der Inklusionsdiskurs ist allgegenwärtig und wird die gegenwärtige Bildungslandschaft in bisher nicht gekannter Form verändern. Gleichwohl fehlt es bis dato sowohl in der Behindertenpädagogik als auch in der Sport- und Bewegungspädagogik an einem einheitlichen Verständnis dessen, was unter "der" Inklusion eigentlich genau zu verstehen sei. In diesem Sinne möchte der vorliegende Band in einem ersten Teil versuchen, die Diskussion um eine einheitli…
Inklusive Sportpädagogik
Erfahrungsorientierter und bildender Sportunterricht
Dieses Buch versteht sich als eine praktische Unterrichtsillustration, die Lehrerinnen und Lehrern konkrete Handlungsleitlinien für einen Erfahrungsorientierter und Bildenden Sportunterricht an die Hand gibt. Im Kanon der schulischen Unterrichtsfächer kann der Sportunterricht einen unverwechselbaren Beitrag zur nachhaltigen Bildung des Individuums leisten. Existierende Praxiskonzepte sind entweder theoretisch nicht ausreichend elaboriert oder sie…
Der Erfahrungsbegriff in der Didaktik - eine semiotische Analyse
Der Erfahrungsbegriff ist in erziehungswissenschaftlichen Diskursen omnipräsent. Trotzdem fehlt es bis dato an einer einheitlichen Theorie der Erfahrung, die allgemeinverbindliche Grundlage einer erfahrungsorientierten Unterrichtspraxis wäre. Es existiert i.d.S. eine merkwürdige Diskrepanz zwischen der prosperierenden Verwendung des Begriffs und seiner theoretischen bzw. unterrichtsrelevanten Aufarbeitung. Ohne - mit der Struktur des Basisphänome…
It's So Funny to Just Throw Off the Blind Girl” Subjective Experiences of Barriers in Physical Education With Visually Impaired Students—an Emancipatory Bad Practice Approach
The objective of this study is to examine the subjective barriers experienced by blind and visually impaired students in general physical education (PE) using qualitative research methods. A total of 10 students, comprising six females and four males, between the ages of 17 and 19 (with an average age of 18.5 years) were interviewed. The students had been enrolled in mainstream schools at the International Standard Classification of Education (IS…
Erfahrungsorientierter und bildender Sportunterricht
Dieses Buch versteht sich als eine praktische Unterrichtsillustration, die Lehrerinnen und Lehrern konkrete Handlungsleitlinien für einen Erfahrungsorientierter und Bildenden Sportunterricht an die Hand gibt. Im Kanon der schulischen Unterrichtsfächer kann der Sportunterricht einen unverwechselbaren Beitrag zur nachhaltigen Bildung des Individuums leisten. Existierende Praxiskonzepte sind entweder theoretisch nicht ausreichend elaboriert oder sie…
Konstituierende Elemente einer inklusiven Sportdidaktik
Inklusiven Sportunterricht gestalten - didaktisch-methodische Überlegungen
Inklusiver Sportunterricht in Theorie und Praxis
Der Inklusionsdiskurs ist allgegenwärtig und wird die gegenwärtige Bildungslandschaft in bisher nicht gekannter Form verändern. Gleichwohl fehlt es bis dato sowohl in der Behindertenpädagogik als auch in der Sport- und Bewegungspädagogik an einem einheitlichen Verständnis dessen, was unter "der" Inklusion eigentlich genau zu verstehen sei. In diesem Sinne möchte der vorliegende Band in einem ersten Teil versuchen, die Diskussion um eine einheitli…
Inklusive Sportpädagogik
Inklusiver Sport- und Bewegungsunterricht
In diesem Buch werden von insgesamt 25 Autorinnen und Autoren interdisziplinäre Erkenntnisse aus der Behindertenpädagogik für den inklusiven Sport- und Bewegungsunterricht in der Schule ausgewertet. Die Ergebnisse werden nach den offiziellen Förderschwerpunkten systematisiert und für die Praxis in Schule und Unterricht aufbereitet. Das Buch richtet sich vornehmlich an die im inklusiven Schulsystem tätigen Sportfachkräfte, die oftmals mit dem Them…
Das Provokative Essay
Körper und Körperlichkeit stehen schon immer im Zentrum sportpädagogischer Beschäftigung. Seit Jahrzehnten bestehende Paradoxien zwischen körperbezogenen Normierungstendenzen und pädagogischen Ansprüchen spitzen sich jedoch im Zuge aktueller inklusiver Bemühungen in erheblichem Maße zu. Daher scheint für die Sportpädagogik eine vertiefte und selbstkritische Beschäftigung mit der Bedeutung von Körper mehr denn je angeraten. Einen Beitrag hierzu le…
Inklusive Didaktik
And after That Came Me”. Subjective Constructions of Social Hierarchy in Physical Education Classes among Youth with Visual Impairments in Germany
The aim of this study was to reconstruct subjective constructions of experiences in PE and feelings of being valued within PE classes in Germany by students with visual impairment (VI). Two female and two male students (average age: 19.25 years) participated in the study from the upper level. For the reconstruction of experiences of feeling valued, episodic interviews with a semi-structured interview guide were used. The data analysis was conduct…
Cross-Cultural Translation and Application of the Lieberman–Brian Inclusion Rating Scale for PE in German-Speaking Countries
Overcoming participation barriers of students with disabilities in physical education is of great importance and an internationally recognized goal. Research highlights that students with disabilities have mixed feelings about their inclusion experiences in physical education. Physical education teachers often do not feel prepared to appropriately support all students. In German-speaking countries in particular, there is a strong tradition of seg…
Special Olympics als Wegbereiter einer inklusiven Gesellschaft? Eine ableismkritische Analyse
Special Olympics (SO) bietet weltweit eine Vielzahl sportlicher Angebote für Menschen mit geistiger Behinderung an. Zahlreiche positive Errungenschaften im Kontext sportlicher Teilhabe durch SO sind durch Studien belegt und anerkannt. Gleichzeitig fehlt es bis dato an kritischen Analysen, die den Beitrag bzw. den Selbstanspruch von SO zur Entwicklung einer inklusiven Gesellschaft hinterfragen. Der Beitrag verfolgt das Ziel, dieses Forschungsdesid…
“If only balls could talk…”
Purpose For children with blindness and visual impairment (BVI) of all ages, disability sport and/or regular Physical Activity (PA) are deemed beneficial, promoting physical and mental health as well as increasing wellbeing and life satisfaction. In this regard, Physical Education (PE) serves as a foundation to regular and lifelong participation in PA, mainstream and/or disability sport. Research points towards manifold participation barriers for…
Barriers and Challenges for Visually Impaired Students in PE—An Interview Study with Students in Austria, Germany, and the USA
Physical education (PE) is an important part of school education worldwide, and at the same time, almost the only subject that explicitly deals with body and movement. PE is therefore of elementary importance in the upbringing of young people. This also applies to children with visual impairments. However, existing findings on participation and belonging in PE as well as on physical and motor development reveal that this group of children and ado…
Experiencing being objectified? A critical investigation of basic pedagogical categories in digital health education
Background: In this paper, we explore the role digital health education can play in physical education. We argue that the use of digital media and technologies has been accompanied by fundamental changes in basic sports pedagogical categories such as body, movement and experience. In doing so, we advance the thesis that increasing digitalisation offers multi-layered and partly paradoxical opportunities and risks for health education, which have n…
Der Erfahrungsbegriff in der Didaktik - eine semiotische Analyse
Der Erfahrungsbegriff ist in erziehungswissenschaftlichen Diskursen omnipräsent. Trotzdem fehlt es bis dato an einer einheitlichen Theorie der Erfahrung, die allgemeinverbindliche Grundlage einer erfahrungsorientierten Unterrichtspraxis wäre. Es existiert i.d.S. eine merkwürdige Diskrepanz zwischen der prosperierenden Verwendung des Begriffs und seiner theoretischen bzw. unterrichtsrelevanten Aufarbeitung. Ohne - mit der Struktur des Basisphänome…
Practising the practice. Towards a theory of practising in physical education from a Bildung-theoretical perspective
Background In the international sport pedagogical discourse, practising is a marginal research topic. Nevertheless, it should be considered as an elementary component of PE. To fill this gap, we discuss the international discourse against the background of Bildung-theoretical work on practising in German-language educational studies and sport pedagogy.Theoretical approach The article is based on a phenomenologically informed perspective on Gestal…
The importance of abilities in inclusive experiences from the perspective of people with visual impairments
Background Alpine skiing offers both opportunities and challenges for individuals with visual impairments. Despite its potential for inclusion, barriers persist that limit participation. Using an ableism-critical and interpretivist perspective, this study explores inclusion as a subjective experience from the perspective of alpine skiers with visual impairments, focusing on how sport-related abilities influence inclusive processes. The aim is to …
Actually, it's pretty much like normal PE”
Purpose Blind and visually impaired (BVI) students frequently report negative experiences in inclusive Physical Education (PE), often facing social exclusion. Many transfer to special schools, however, research on social inclusion and exclusion dynamics in segregated PE remains scarce. This study examines how BVI students and their sighted PE teachers navigate ability-related social hierarchies in a segregated school in Austria. The investigation…
It's So Funny to Just Throw Off the Blind Girl” Subjective Experiences of Barriers in Physical Education With Visually Impaired Students—an Emancipatory Bad Practice Approach
The objective of this study is to examine the subjective barriers experienced by blind and visually impaired students in general physical education (PE) using qualitative research methods. A total of 10 students, comprising six females and four males, between the ages of 17 and 19 (with an average age of 18.5 years) were interviewed. The students had been enrolled in mainstream schools at the International Standard Classification of Education (IS…
Perceived barriers and facilitators for physical activity in youth and young adults living with hemophilia. A focus group study
Introduction Hemophilia is a rare hereditary bleeding disorder characterized by a deficiency of clotting factor, resulting in an increased bleeding tendency. Historically, people living with hemophilia (plwh) were advised to avoid physical activity (PA) due to injury risk. Today, improved treatment options enable plwh more self-determined lifestyles. Moreover, medical perspectives on PA have shifted underlining the benefits of regular engagement …
Epistemic injustice in physical education and sport
This paper examines epistemic injustice as a valuable epistemological lens for critical disability studies (CDS) researchers examining issues of equity and social justice in physical education (PE) and sport. Drawing on the work of Miranda Fricker, we examine the ways in which knowledge production related to PE and sport for disabled youth may perpetuate injustices through affording excess credibility to those in positions of power who may have n…
Questioning body-normativity dominance in inclusive physical education
Grounded in Critical Disability Studies, this study examines how mechanisms of oppression are recurrently legitimized in relation to Disabled students in Physical Education (PE). Drawing on bell hooks’ perspective, this study explores recurring logics of domination, thereby deepening understandings of how oppression is produced and sustained in PE. Using a post-structuralist approach, we conducted qualitative interviews with nine PE teachers to e…
Inclusion and Disability in Education and Sport (12 works) · Sociology and Education Studies (10 works) · Psychology (9 works) · Philosophy (8 works) · Sociology (7 works) · Humanities (6 works) · Political science (6 works) · Disability Rights and Representation (5 works) · Medicine (5 works) · Pedagogy (5 works)