Effects of a Sport Education Curriculum Model on the Experiences 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 curriculum model designed to provide authentic sport experiences for all students
through six key features; seasons, team affiliation, formal competition, record keeping, festivity, and
culminating events (Siedentop, 1994). Sport Education has proven successful in increasing engagement,
effort, enjoyment, independence, motivation, physical skill, decision-making, tactical understanding, and
cooperative behaviors of students without disabilities(Wallhead & O'Sullivan, 2005). Although these
increases are evident as examined through race, gender, socioeconomic status, and age, no research to
date has examined the impact Sport Education has on students with disabilities. Furthermore, Ponchillia,
Armbruster, and Wiebold (2005) point out engagement opportunities in sport and physical activity are
particularly limited for individuals with visual impairments. The purpose of this study was to determine
the effects of a Sport Education curriculum on individuals with visual impairments attending a sports
camp. Participants were 28 individuals ages 10-22 years. Data collection included pre and post
questionnaires, individual and group interviews, and field observations. A modified version of The Sports
Camp Evaluation Instrument (SCEI) was used as the pre questionnaire to measure sports knowledge,
skills, attitudes, and degree of participation in sports activities (Ponchillia, Armbruster, & Wiebold, 2005).
The Physical Education Season Survey as modified by Hastie and Sinelnikov (in press) was used as the
post questionnaire to measure the participants' perceptions of Sport Education. To assess the
effectiveness of the Sport Education Model, a series of one-way repeated measure analysis of variance
(ANOVA) were conducted. Interviews were tape-recorded, transcribed, and analyzed qualitatively using
an inductive analytical strategy. Multiple researchers independently coded the interview data to establish
trustworthiness. Results indicated that statistically significant increases occurred. Specifically,
participant's perception of their sports knowledge and abilities increased by 69%, enjoyment and
participation increased by 14%, and team affiliation increased by 30%. The results indicated the
implementation of the Sport Education model was effective in providing an authentic sport experience
for students with visual impairments. This was evident through the increase in participants' self
perception of their knowledge and abilities in various sports, their willingness to participate, team
affiliation, and enjoyment in the festivities and culminating event. The findings suggest that Sport
Education has the potential to facilitate successful inclusion while providing opportunities for individuals
with visual impairments and children with disabilities to reap the positive benefits of Sport Education.