The inclusion of athletes with and without disabilities in disability sport, known as reverse integration, has received limited attention in the literature. The purpose of this study was to understand players’ experiences in collegiate goalball. One-on-one semistructured interviews were conducted with two males (one with visual impairment, one without impairment) and four females (one with visual impairment, three without impairment) who participated in collegiate goalball programs. Interpretative thematic analysis helped uncover the meaning in participants’ goalball experiences. Reverse integration was used as a conceptual framework to guide the interpretation of participant experiences. Four main themes were extracted from the data: (a) the disability advantage, (b) the building of team cohesion, (c) the disappearing disability, and (d) enjoyment and pride. Participation in collegiate goalball allowed students to see disability as an asset and question assumptions regarding teammates’ abilities. This study highlights the potential value of providing opportunities for people with and without a disability to participate in sport together.

在文献中，将有残疾和无残疾的运动员纳入残疾运动（称为反向融合）受到的关注很少。这项研究的目的是了解球员在大学门球比赛中的经历。对参加大学守门员计划的两名男性（一名有视力障碍，一名无障碍）和四名女性（一名有视力障碍，三名无障碍）进行了一对一的半结构化访谈。解释性主题分析有助于发现参与者守门员体验中的意义。反向整合被用作指导参与者体验解释的概念框架。从数据中提取了四个主要主题：（a）残疾优势，（b）建立团队凝聚力，（c）消失的残疾，（d）享受和自豪。参加大学门将使学生将残疾视为一种资产，并质疑有关队友能力的假设。这项研究强调了为有残疾和无残疾的人们一起参加运动提供机会的潜在价值。