Abstract
Research has shown that the practicum experience for professional preparation students in physical education teacher education programs related to teaching youth with disabilities can improve self-efficacy. It is not currently known if a virtual program can be effective for the professional preparation students or the participants. The objective of this study was to determine the experiences of the participants of a three-month virtual practicum program. In this phenomenological study, thirty youth with visual impairments and 1:1 professional preparation students (coaches) took part in a three-month virtual physical activity program. A total of 11 coaches took part in 2 focus groups, and 10 of the participants were interviewed about their experiences in this unique practicum. Findings in this three-month program revealed four themes: (1) friendship, (2) self-determination, (3) goal setting, and (4) barriers. The results of the qualitative inquiry indicate that a virtual practicum program can have a positive effect on both the participants and the professional preparation students. Virtual programs should also be aware of barriers to implementing an effective program to benefit all parties.
Highlights
Youth with visual impairments are often delayed in comparison to their same-age peers in physical activity levels and development of their motor skills and balance [1,2,3,4,5]
The purpose of this study was to examine the experiences of youth with visual impairments and their 1:1 pre-service teachers who participated in a three-month virtual practicum physical activity program
30 youth with visual impairments engaged in a 3-month virtual practicum with 1:1 coaches who were pre-service teachers in the field of physical education teacher education
Summary
Youth with visual impairments are often delayed in comparison to their same-age peers in physical activity levels and development of their motor skills and balance [1,2,3,4,5].This developmental delay is often linked to fewer opportunities in their day-to-day lives to engage in physical activity and develop their motor skills [6,7,8]. Youth with visual impairments are often delayed in comparison to their same-age peers in physical activity levels and development of their motor skills and balance [1,2,3,4,5]. Individualized Education Program related to self-determination [12] This may contribute to students’ lack of self-determination, as they are not always provided opportunities to self-advocate or make choices for themselves. This combination of deficits often leaves youth with visual impairments with limited life skills. The confidence to change their lives as self-determination is imperative to one’s sense of self and well-being [9,13]
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