Effects of a sport Education Curriculum model on the experience of students with visual impairments

Effects of a sport Education Curriculum model on the experience of students with visual impairments
Jeanine Fittipaldi-Wert, Sheri J. Brock, Peter A. Hastie, Jennifer B. Arnold and Anthony Guarino, Auburn University, Auburn, AL

Sport Education is a model program designed to provide authentic sports experiences for all students through six essential characteristics; seasons, the team affiliation, formal competition, record keeping, party, and whose point culminating events (Siedentop, 1994). Sport Education has yielded good results in the undertaking increasingly, effort, enjoyment, independence, motivation, physical skills, decision-making tactical understanding, cooperation and behaviour of students without disabilities ( Wallhead & O'Sullivan, 2005). Although these increases are evident as it was examined by race, sex, socioeconomic status, and age, no research to date has examined the impact of sport on the education of students with disabilities . In addition, Ponchillia, Armbruster and Wiebold (2005) underscore the commitment of opportunities in sport and physical activity are particularly limited for people with visual impairments. The purpose of this study was to determine the effects of an education programme of sport on people with visual impairments participating in a sports camp. The participants were 28 people ages 10-22 years. Data collection included before and after the questionnaires, individual and group interviews, and observations on the ground. A modified version of The Sports Camp assessment instruments (SCEI) has served as a pre questionnaire to measure sports knowledge, skills, attitudes, and the degree of participation in sports activities (Ponchillia, Armbruster and Wiebold , 2005). Physical education season as amended by Hastie and Sinelnikov (in press) was used as a separate item questionnaire to measure the participants' perceptions of sport education. To evaluate the effectiveness of the education model of sport, a series of repeated measure analysis of variance (ANOVA) were conducted. The interviews were recorded, transcribed and analyzed using a qualitative analysis strategy inductive. Several researchers coded independently maintenance data to establish trust. The results indicate that statistically significant increases have occurred. More specifically, the participants' perceptions of their sport knowledge and capacity increased by 69%, enjoyment and participation has increased by 14%, affiliation and the team has increased by 30%. The results indicated the implementation of the model Sport Education has reached an authentic athletic experience for students with visual impairments. This is evident through the increase participants' self perception of their knowledge and skills in various sports, their willingness to participate, team affiliation, and enjoyment of the festival and culminating event. The results suggest that sport education has the potential to facilitate the success of the inclusion while providing opportunities for people with visual impairments and children with disabilities to enjoy the benefits of sport education.
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