This poster shows the success achieved by students who have visual impairments, blindness, and deafblindness when they used adapted sports equipment for two sports: jumping rope and tennis. Studies show that children with visual impairment are below the recommended levels in cardiovascular endurance, upper body strength, and body mass index (Lieberman & McHugh, 2001). Playing tennis and jumping rope address each of these necessary areas. The lack of adapted equipment is a leading barrier for persons with visual impairments who want to participate in sports (Lieberman, Houston-Wilson, & Kozub, 2002).
Method
The adapted jump rope kit was field tested by 71 students at three sport camps for the blind in three states. The field test coordinator conducted a pre and post survey with each jumper. The adapted tennis kit was field tested by 45 students at 12 schools (public, private, and residential) in six states. The tennis players' skill level was pre and post evaluated using a 5-point scale by their PE teachers over a 2-month period.
Analysis/Results
Jumpers rated the ropeless jump rope the safest, followed by the adapted hula-hoop rope. Jumpers rated themselves most skilled when they used the ropeless jump rope, followed by the adapted hula-hoop rope. The ropeless jump rope and the flexible plastic cord rope tied for the most comfortable grip. Before jumping began, 64% of the students stated they were not worried about migrating while jumping rope. Responses given afterwards suggest that they reconsidered. Eighty-four percent of respondents stated that the mat is somewhat helpful to very helpful in maintaining their orientation/position.
Prior to instruction on how to use the adapted tennis equipment, 80% of the students were evaluated as having no skill; after field testing the number dropped to 24%. The percentage of students who only knew tennis concepts went from 13% to 11%. Students who learned to serve and sometimes hit the ball went from 4% to 42%. Prior to adapted equipment use, no students were evaluated as skilled (can serve and return the ball); after field testing, 20% were evaluated as skilled. One student was pre and post evaluated as very skilled (volleys the ball back and forth).
Conclusions
Students who have access to adapted equipment improve their skill, comfort, and confidence levels. The orientation mat proved to be a safety and confidence tool when jumping rope. Students learned to serve and hit the adapted tennis ball.
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