Exploring the enablers of athletic success among deaf and mute learners in mainstream athletic programs

Abstract

While inclusive education emphasizes equitable participation of learners with disabilities, limited empirical attention has been given to the athletic experiences of Deaf and Mute learners in mainstream secondary schools. This qualitative descriptive phenomenological study investigated the factors contributing to athletic success among ten Deaf and Mute learners enrolled in mainstream secondary schools in Pasuquin, Ilocos Norte. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s six-phase thematic analysis. Results revealed two interrelated domains influencing athletic success. At the individual level, participants highlighted discipline, perseverance, resilience, and self-motivation as essential to sustained participation and performance. At the contextual level, heightened visual awareness supported skill development through observation and demonstration, while inclusive support mechanisms—such as adaptive coaching strategies, peer assistance, visual instructional materials, and basic sign language—facilitated effective communication, confidence, and engagement in sports activities. The study underscores the importance of inclusive, learner-responsive coaching practices and supports the development of policies that enhance accessibility and meaningful participation in school-based athletic programs.