The aim of this study was to discover the positive and negative experiences of physical activity by people with disabilities. They used a qualitative research approach through semi-structured interviews with 20 people with disabilities who had personal experience of participating in physical activity. Each interview lasted 70-110 minutes and was audio-recorded and transcribed. They chose the participants through a sampling strategy of 6 people with physical and 6 verbal disabilities, at least 8 males and 8 females, at least 5 for each age group of 18-23, 24-40 and 41-60 years and finally at least 5 for each category of congenital disability, acquired abruptly or gradually. The interviews focused on their negative and positive experiences of physical activity. They talked about what happened and how it was experienced. The participants' most positive experiences were being capable and overcoming their limits. They mostly spoke about experiences in which their abilities rather than their disability emerged. Over 75% of negative experiences originated from physical education, from not being included because they could not participate fully, from the experience of failing because they found the activities more difficult than others and did not receive any help. Finally, the experience of not being listened to, as the teachers did not listen to them as they could not participate fully and made them play. This study shows that there are concerns regarding participation in physical education lessons. This is significant as it introduces children to different physical activities and is important for promoting an active lifestyle. By having a sampling strategy they were able to gain different perspectives of experiences from different areas gaining a wider range of knowledge......middle of paper......both HSF and LSF schools were more short (15.9 minutes and 21.6 minutes). The lessons were based on skill practice, management and fitness activities. Teachers focused on managing students, providing instructions or demonstrations. The break was scheduled for 15 minutes but the average duration lasted only 8 minutes. The results show that the children spent more active time during break time than during physical education lessons. This shows that physical education lessons do not achieve their goal of promoting an active lifestyle. However, there are barriers to teaching physical education for students with disabilities, such as the amount of space and facilities needed, which can affect the amount of time spent participating and engaging in lessons. Therefore this article does not reflect on non-disabled schools as children who do not have disabilities may find it easier to participate and engage in lessons, therefore increasing activity time.