Physical education teachers' experiences in developing adaptive physical education creativity in special schools: an NVivo-assisted phenomenological study

Abstract

Background and purpose Adaptive physical education in special schools requires teachers to respond to diverse motor, sensory, cognitive, communication, and emotional characteristics, yet teacher creativity is often discussed only as technical modification of equipment or games. Purpose: This study aims to describe physical education teachers' lived experiences in developing creativity for adaptive physical education at SLBN Prof. Dr. Sri Soedewi Masjhun Sofwan SH, Jambi City. Material and methods  A qualitative phenomenological design was used. Two physical education teachers who represented the entire population of physical education teachers at the school were selected through total sampling. Data were collected through in-depth interviews, participatory observation, and documentation. The data were analyzed with NVivo 12 Pro through transcription, repeated reading, open coding, node development, categorization, thematic analysis, and interpretation of the essence of experience. Trustworthiness was strengthened through triangulation, member checking, audit trail, credibility, transferability, dependability, and confirmability. Results Five major themes emerged: transformation of the meaning of physical education from motor-oriented instruction to student self-development, psychological resilience and emotional regulation, adaptive creativity as a situational response, pedagogical empathy toward individual student characteristics, and professional meaning-making in teaching at a special school. Conclusions Teacher creativity in adaptive physical education is a reflective pedagogical process shaped by experience, sensitivity, emotional control, and professional commitment to creating safe, participatory, and meaningful learning for students with special needs.