A Qualitative Inquiry of a Three-Month Virtual Practicum Program on Youth with Visual Impairments and Their Coaches
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Virtual Practicum Description
2.3. Interviews and Focus Groups
2.4. Data Analysis
3. Trustworthiness
4. Results & Discussion
4.1. Friendship: “We Just Kind of Formed a Bond”
4.2. Self-Determination: “I Want Him to Have an Opinion”
4.3. Barriers: “It Was Tricky”
5. Summary and Implications
6. Limitations
7. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- Brian, A.; Taunton Miedema, S.; Johnson, J.L.; Chica, I. A comparison of the fundamental motor skills of preschool-aged children with and without visual impairments. Adapt. Phys. Act. Q. 2021, 38, 349–358. [Google Scholar] [CrossRef] [PubMed]
- Haegele, J.A.; Brian, A.; Goodway, J.D. Fundamental motor skills and school-aged individuals with visual impairments: A review. Rev. J. Autism Dev. Disord. 2015, 2, 320–327. [Google Scholar] [CrossRef] [Green Version]
- Haibach, P.; Lieberman, L.J.; Pritchett, J. Balance in adolescents with and without visual impairments. Insight J. 2011, 4, 112–121. [Google Scholar]
- Halleman, A. Motor development in visually impaired children. Dev. Med. Child Neurol. 2016, 58, 114. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Wagner, M.; Haibach, P.S.; Lieberman, L.J. Gross motor skill performance in children with and without visual impairments—Research to practice. Res. Dev. Disabil. 2013, 34, 3246–3252. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Brian, A.; Taunton, S.; Haibach-Beach, P.; Lieberman, L. Influence of sports camps and vision on perceived motor competence of children and adolescents who are visually impaired. J. Vis. Impair. Blind. 2018, 112, 509–518. [Google Scholar] [CrossRef]
- Linsenbigler, K.; Petersen, S.; Lieberman, L.J. Barriers to physical activity for children with visual impairments: Where have we been and where do we still need to go? Palaestra 2017, 32, 26–31. [Google Scholar]
- Shields, N.; Synnot, A. Perceived barriers and facilitators to participation in physical activity for children with disability: A qualitative study. BMC Pediatrics 2016, 16, 9. [Google Scholar] [CrossRef] [Green Version]
- Cmar, J.L.; Markoski, K. Promoting self-determination for students with visual impairments: A review of the lit-erature. J. Vis. Impair. Blind. 2019, 113, 100–113. [Google Scholar] [CrossRef]
- Robinson, B.; Lieberman, L.J. Effects of visual impairment, gender, and age on self-determination. J. Vis. Impair. Blind. 2004, 98, 351–366. [Google Scholar] [CrossRef] [Green Version]
- Sapp, W.; Hatlen, P. The expanded core curriculum: Where we have been, where we are going, and how we can get there. J. Vis. Impair. Blind. 2010, 104, 338–348. [Google Scholar] [CrossRef]
- Agran, M.; Hong, S.; Blankenship, K. Promoting the self-determination of students with visual impairments: Reducing the gap between knowledge and practice. J. Vis. Impair. Blind. 2007, 101, 453–464. [Google Scholar] [CrossRef]
- Ryan, R.M.; Deci, E.L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am. Psychol. 2000, 55, 68–78. [Google Scholar] [CrossRef]
- Lirgg, C.; Gorman, D.; Merrie, M.; Shewmak, C. Exploring challenges in teaching physical education to students with disabilities. Palaestra 2017, 31, 13–18. [Google Scholar]
- Haegele, J.A.; Zhu, X. Experiences of individuals with visual impairments in integrated physical education: A retrospective study. Res. Q. Exerc. Sport 2017, 88, 425–435. [Google Scholar] [CrossRef]
- Holland, K.; Haegele, J.A.; Zhu, X. My eyes have nothing to do with how my legs move: Individuals with visual impairments experiences with learning to run. Adapt. Phys. Act. Q. 2020, 37, 253–269. [Google Scholar] [CrossRef]
- Sladewski, J.; Lieberman, L.J.; Haibach-Beach, P. Professional preparation of TVIs and COMS regarding physical activity, physical education and sport. J. Vis. Impair. Blind. 2022, in press. [Google Scholar]
- Jeong, M.; Block, M.; Kim, S.Y.; Lee, H.K. The effects of adapted physical education practicums on pre-service physical education teachers’ confidence. Palaestra 2021, 35, 43–47. [Google Scholar]
- Alhumaid, M.M.; Khoo, S.; Bastos, T. The effect of an adapted physical activity intervention program on pre-service physical education teachers’ self-Efficacy towards inclusion in Saudi Arabia. Sustainability 2021, 13, 3459. [Google Scholar] [CrossRef]
- Hodge, S.R.; Jansma, P. Effects of contact time and location of practicum experiences on attitudes of physical education majors. Adapt. Phys. Act. Q. 1999, 16, 48–63. [Google Scholar] [CrossRef]
- Hodge, S.R.; Tannehill, D.; Kluge, M.A. Exploring the meaning of practicum experiences for PETE students. Adapt. Phys. Act. Q. 2003, 20, 381–399. [Google Scholar] [CrossRef]
- Standal, Ø.F.; Rugseth, G. Practicum in adapted physical activity: A Dewey-inspired action research project. Adapt. Phys. Act. Q. 2014, 31, 219–239. [Google Scholar] [CrossRef] [Green Version]
- Sato, T.; Haegele, J.A. Graduate students’ practicum experiences instructing students with severe and profound disabilities in physical education. Eur. Phys. Educ. Rev. 2016, 23, 196–211. [Google Scholar] [CrossRef]
- Lieberman, L.J.; Ericson, K.; Lepore-Stevens, M.; Wolffe, K. The expanded core curriculum areas experienced by campers during Camp Abilities: A qualitative study. J. Vis. Impair. Blind. 2021, 115, 28–41. [Google Scholar] [CrossRef]
- Shapiro, D.; Moffett, A.; Lieberman, L.J.; Dummer, G. Domain specific importance ratings and global self-worth in children with visual impairments. J. Vis. Impair. Blind. 2008, 102, 232–243. [Google Scholar] [CrossRef]
- Layne, T.E.; Blasingame, J. Analysis of a physical education teacher education filed experience of working one-on-one with students with severe and profound disabilities in a self-contained environment. Phys. Educ. 2018, 75, 683–700. [Google Scholar] [CrossRef]
- Smith, J.A. Interpretative Phenomenological Analysis. In Routledge Handbook on Qualitative Research in Sport and Exercise; Smith, B., Sparkes, A.C., Eds.; Routledge: Oxfordshire, UK, 2017; pp. 219–229. [Google Scholar]
- Smith, J.A.; Flowers, P.; Larkin, M. Interpretive Phenomenological Analysis: Theory, Method, and Research; Sage Publications: Thousand Oaks, CA, USA, 2009. [Google Scholar]
- Christensen, B.L.; Johnson, R.B.; Turner, L.A. Research Methods, Design, and Analysis, 11th ed.; Allyn & Bacon: Boston, MA, USA, 2010. [Google Scholar]
- Gall, M.D.; Gall, J.P.; Borg, W.R. Educational Research, 8th ed.; Allyn and Bacon: Boston, MA, USA, 2007. [Google Scholar]
- Krueger, R.; Casey, M. Focus Groups: A Practical Guide for Applied Research, 5th ed.; Sage Publications: Thousand Oaks, CA, USA, 2015. [Google Scholar]
- Taylor, S.J.; Bogdan, R.C. Introduction to Qualitative Research Methods: A Guidebook and Resource, 3rd ed.; John Wiley & Sons: New York, NY, USA, 1998. [Google Scholar]
- Braun, V.; Clarke, V. Using thematic analysis in psychology. Qual. Res. Psychol. 2006, 3, 77–101. [Google Scholar] [CrossRef] [Green Version]
- Connelly, L.W. Trustworthiness in qualitative research. MEDSURG Nurs. 2016, 25, 435–436. [Google Scholar]
- Polit, D.F.; Beck, C.T. Essentials of Nursing Research: Appraising Evidence for Nursing Practice, 8th ed.; Wolters Kluwer/Lippincott Williams & Wilkins: Philadelphia, PA, USA, 2014. [Google Scholar]
- Shenton, A.K. Strategies for ensuring trustworthiness in qualitative research projects. Educ. Inf. 2004, 22, 63–75. [Google Scholar] [CrossRef] [Green Version]
- Foulger, T.S. External conversations: An unexpected discovery about the critical friend in action research inquiries. Action Res. 2010, 8, 135–152. [Google Scholar] [CrossRef]
- Coates, J. Physically fit or physically literate? How children with special educational needs understand physical education. Eur. Phys. Educ. Rev. 2011, 17, 167–181. [Google Scholar] [CrossRef] [Green Version]
- Granell, J.C.; Goig, R.L.; Raga, M.G.; Maher, A. Perceived competence to teach students with special educational needs in physical education: The voice of university students from Spain and United Kingdom. Retos Nuevas Tend. Educ. Fis. Deporte Recreat. 2021, 39, 372–378. [Google Scholar]
- Hodge, S.R.; Haegele, J.; Gutierres Filho, P.; Rizzi Lopes, G. Brazilian physical education teachers’ beliefs about teaching students with disabilities. Int. J. Disabil. Dev. Educ. 2017, 65, 408–427. [Google Scholar] [CrossRef]
- Lieberman, L.J.; Houston-Wilson, C.; Kozub, F. Perceived barriers to including students with visual impairments and blindness into physical education. Adapt. Phys. Act. Q. 2002, 19, 364–377. [Google Scholar]
- Stuart, M.E.; Lieberman, L.J.; Hand, K. Parent-child beliefs about physical activity: An examination of families of children with visual impairments. J. Vis. Impair. Blind. 2006, 100, 223–234. [Google Scholar] [CrossRef] [Green Version]
Name & State | Age | Sex & Ethnicity | Level of VI | Cause of VI | Number of Previous Camps | Number of Meetings & Focus |
---|---|---|---|---|---|---|
Adam NY | 17 | M Caucasian | B1 | Lebers congenital amerosis Birth | 25+ | 58+ 2 in-person Fitness Ice hockey |
Karen NY | 14 | F Caucasian African American | B1 | Septo optic dysplasia Birth | 6X | 6 Fitness |
Riad NY | 15 | M Caucasian | B3 | Cone dystrophy Birth | 6X | 28X 2 in-person Fitness |
Nayla NY | 17 | F Latinx | B3 | Prematurity Birth | 0 | 40X Fitness Dance |
Latisha GA | 6 | F African Middle Eastern | B1 | Anophthalmia Microphthalmia Birth | 0 | 12x Run Locomotor Language |
Jose MA | 10 | M Caucasian | B3 | Albinism Birth | 0 | 6x Fitness basketball |
Sam NY | 13 | M Caucasian | B3 | Cone rod dystrophy Birth | 1x | 6X Soccer Fitness/run Yoga basketball |
Tim NY | 11 | M Asian | B1 | Toxicity during pregnancy Birth | 2 F2F 3 virtual | 10X Jujitsu Fitness |
Name | Age | Gender | Athlete’s Age | Athlete’s Level of Visual Impairment | Athlete’s Gender |
---|---|---|---|---|---|
Rachel | 21 | F | 13 | B2 | M |
Gary | 20 | M | 11 | B3 | M |
Jordan | 20 | M | 13 | B2 | M |
Heather | 20 | F | 6 | B1 | F |
Jamal | 32 | M | 11 | B1 | M |
Holly | 21 | F | 17 | B1 | F |
Marcus | 21 | M | 15 | B2 | M |
Nick | 21 | M | 17 | B1 | M |
Sylvie | 21 | F | 17 | B1 | F |
Elena | 21 | F | 6 | B1 | F |
Kayla | 20 | F | 10 | B3 | M |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Lieberman, L.J.; Ball, L.; Beach, P.; Perreault, M. A Qualitative Inquiry of a Three-Month Virtual Practicum Program on Youth with Visual Impairments and Their Coaches. Int. J. Environ. Res. Public Health 2022, 19, 841. https://doi.org/10.3390/ijerph19020841
Lieberman LJ, Ball L, Beach P, Perreault M. A Qualitative Inquiry of a Three-Month Virtual Practicum Program on Youth with Visual Impairments and Their Coaches. International Journal of Environmental Research and Public Health. 2022; 19(2):841. https://doi.org/10.3390/ijerph19020841
Chicago/Turabian StyleLieberman, Lauren J., Lindsay Ball, Pamela Beach, and Melanie Perreault. 2022. "A Qualitative Inquiry of a Three-Month Virtual Practicum Program on Youth with Visual Impairments and Their Coaches" International Journal of Environmental Research and Public Health 19, no. 2: 841. https://doi.org/10.3390/ijerph19020841