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

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.