Scheduled for Poster Session: Research Across the Disciplines III, Friday, April 3, 2009, 8:45 AM - 10:15 AM, Tampa Convention Center: Exhibit Hall RC Poster Sessions


Perceptions of Self-Efficacy Among Visually Impaired Students in Physical Education

Brian Culp and Karina Bernacchi, Indiana University Purdue University Indianapolis, Indianapolis, IN

Purpose

The purpose of this research was to evaluate visually impaired students perceptions of self-efficacy as related to physical activity. While there have been recent discourses on self-efficacy in physical activity (Kozub, 2006; Martin & Kulinna, 2004; Miller, Ogletree & Welshimer, 2002), information has been scant which describes the perspectives of the visually impaired in the physical education environment.

Methods

After permission from the study and consent was granted, a 159 item questionnaire was devised from the How I See Myself Scale (Gordon, 1968) and Doudlah Movement-Concept Statements (Doudlah, 1962, 1971). The questionnaire was distributed individually to visually impaired adolescent students (N= 2503, mean age=11.8) over the period of 1969-2004 enrolled in physical education classes at a school for the blind in Missouri. Participants were classified into partially sighted (PS) and blind (BL) groups from the ages of 9-14. An initial analysis of the questionnaire indicated significant findings among students as related to self-efficacy and perceived ability.

Analysis/Results

A re-analysis of the data by the principal investigator and two independent researchers provided four major findings. First, blind students reported a greater measure of frustration related to task acquisition by a 2 to 1 ratio as compared to their visually impaired counterparts. Second, blind students (75%) were more assured in their perceptions of individual height and weight than their partially sighted counterparts. Next, a comparison of (PS) and (BL) groups aged 10-12 showed similarities in their perceptions of strength which would differ as these groups matured. Finally, partially sighted students demonstrated a lower perceived self-concept regarding their ability to play games than their blind peers.

Conclusions

Implications for this research point to a focus on providing experiential lessons for visually impaired learners at this school in order to encourage higher self-efficacy, tailoring current physical education activities to match students' abilities while providing a challenge, and upholding the practice of routine assessment to aid in the promotion of successful outcomes for this population.


Keyword(s): adapted physical activity, advocacy, multiculturalism/cultural diversity

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