AFFECTING FACTORS OF THE PARTICIPATION OF VISUALLY IMPAIRED ATHLETES IN SPORTS WITHIN THE FRAMEWORK OF SOCIO-ECOLOGICAL THEORY

Authors

  • Dinçer Özdemir MSc, Physical Education and Sport Sciences, İstanbul Gedik University, İstanbul, Turkey
  • Mehmet Şahin Assoc. Prof., Faculty of Sport Sciences, İstanbul Gedik University, Istanbul, Turkey
  • Faruk Salih Şeker PhD, Faculty of Sport Sciences, İstanbul Gedik University, İstanbul, Turkey

DOI:

https://doi.org/10.46827/ejse.v7i3.3910

Keywords:

visually impaired people, participation in sports, socio-ecological theory

Abstract

The aim of the study is to determine to examine the current literature concerning the dynamics that encourage participation in sportive/physical activity in visually impaired individuals about the social ecological theory offered by developmental psychologist Uri Bronfenbrenner. This theory argues that the environmental layers have an effect on the development processes of individuals. Three separate systems constitute Bronfenbrenner’s model. These are the microsystem, mesosystem and exo-system, while all of these systems can operate individually on the individual, they are also systems that can work together on the individual. The microsystem constitutes the smallest and closest environment the individual lives. In the microsystem, such as parents, friends, staff (coach, teacher, club president), school, form the micro-system layer. On the other hand, the mesosystem consists of the interactions of different microsystems of which the individual is a part. In other words, it is basically a whole consisting of different microsystems. For example, it includes the relations between an individual's home and school, peer group and family and other social institutions. The exo -system layer covers the social structures that make up the institutional impact and the variables that show the interaction with these structures, such as institutional support, legal regulations, financial support, guidance service, management and auditing. In the study, we used qualitative analysis methods and techniques. We preferred the “purposive sampling” in determining the sample group in the study. We collected data from 13 male and 1 female impaired active athletes participated in the research and the ages of these participants were in the range of 17-47 years, living in Istanbul, Turkey. We used semi-structured, open-ended questions with the thematic analysis method of data. We took notes, kept diaries and recorded all impressions with dates and times. The results of the research evidently layout that all the variables that visually impaired individuals interact throughout their lives have an impact on their participation in sports. In this context, individual well-being, family characteristics, the nature of the relationship with the geographical features of the region and adaptation to the age individuals lived showed that all the variables were in a relationship with each other like the links of the chain.

Article visualizations:

Hit counter

Author Biographies

  • Dinçer Özdemir, MSc, Physical Education and Sport Sciences, İstanbul Gedik University, İstanbul, Turkey
    Dinçer Özdemir has a master's degree from Istanbul Gedik University and her main interest is special education and sports.
  • Mehmet Şahin, Assoc. Prof., Faculty of Sport Sciences, İstanbul Gedik University, Istanbul, Turkey
    Mehmet Şahin is presently Assoc. Prof. in the Faculty of Sport Sciences at Istanbul Gedik University. His research interests include philosophy of sports, history, and sports and also psychosocial issues the sports education.
  • Faruk Salih Şeker, PhD, Faculty of Sport Sciences, İstanbul Gedik University, İstanbul, Turkey
    Dr. Faruk Salih Şeker currently works at Istanbul Gedik University. His main current research interest lies in the area relationship between special education and sports.

References

Akyol, B., & İlkim, M. (2018). Socialization of disabled people with sports activities and their problem encountered in participating in sports activities. Türk Spor ve Egzersiz Dergisi, 20(2), 100-104.

Arabacı, R., & Çankaya, C. (2007). Beden eğitimi öğretmenlerinin fiziksel aktivite düzeylerinin araştırılması. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 1-15.

Atasavun Uysal, D. Düger, T. (2012). Visual Percepton training on social skills and activity performance in lowvision children. Scand J Occup Ther, 19:33-41

Atasavun Uysal, S. Erden, Z. Albayrak, T. Demirtürk, F. (2010). Comparison of Balance and gait in vissualy or hearing impaired children. Percept mot skills, 111(1), 71-80

Atasavun, S. (2004). Farklı görme düzeylerine sahip çocuklarda motor ve kognitif yeteneklerinin karşılaştırılması. (Master’s Thesis). Hacettepe Üniversitesi, Ankara.

Bakanlığı, S. (2014). Türkiye fiziksel aktivite rehberi. Türkiye Halk Sağlığı Kurumu, Ankara.

Başkanlığı, T. B. Ö. İ. (2008). Özürlüler Kanunu ve İlgili Mevzuat, 3. Baskı. Ankara: TC Başbakanlık Özürlüler İdaresi Başkanlığı Yayınları.

Bundon, A., Ashfield, A., Smith, B., & Goosey-Tolfrey, V. L. (2018). Struggling to stay and struggling to leave: The experiences of elite para-athletes at the end of their sport careers. Psychology of Sport and Exercise, 37, 296-305.

Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., Demirel, F., 2013. Pegem Eğitimde Bilimsel Araştırma Yöntemleri - Şener Büyüköztürk Pegem Akademi Yayıncılık

Çalışkan, E., Şirinkan, A., Erciş, S., Saraçoğlu, N. ve Akoğuz, N. (2008). Engelli Çocuğu Olan Ailelerin Beden Eğitimi Ve Spor Etkinlikleri Hakkındaki Görüşleri, 10. Uluslararası Spor Bilimleri Kongresi Poster Bildiri Uzun Özetleri Kitabı. Abant İzzet Baysal Üniversitesi, Bolu.

Charles, O. O., & Chinaza, N. K. (2018). Barriers and Facilitators of Physical Activity Participation Among Youth with Visual and Hearing Impairments in Nigeria: A Qualitative Study. Palaestra, 32(3).

Demir, T., & Ülker, Ş. E. N. (2009). Görme Engelli Öğrencilerin Çeşitli Değişkenler Açisindan Öğrenme Stilleri Üzerine Bir Araştirma. Journal of International Social Research, 2(8).

Engelli ve Yaşlı İstatistik Bülteni (2021), https://www.ailevecalisma.gov.tr/media/73073/eyhgm_istatistik_bulteni_subat2021.pdf

Groff, D. G., Lundberg, N. R., & Zabriskie, R. B. (2009). Influence of adapted sport on quality of life: Perceptions of athletes with cerebral palsy. Disability and rehabilitation, 31(4), 318-326.

Haegele, J. A., & Porretta, D. L. (2015). Physical activity and school-aged individuals with visual impairments: A literature review. Adapted Physical Activity Quarterly, 32(1), 68-82.

Hands, B., & Larkin, D. (2006). Physical fitness differences in children with and without motor learning difficulties. European Journal of Special Needs Education, 21(4), 447-456.

Hutzter, Y., & Bar‐Eli, M. (1993). Psychological benefits of sports for disabled people: A review. Scandinavian Journal of Medicine & Science in Sports, 3(4), 217-228

İlhan, L. (2009). Zihinsel Engelli Çocuğu Olan Anne-Babalarin Çocuklarinin Özel Eğitimleri Sürecinde Beden Eğitimi ve Spor Etkinliklerine Yaklaşimlarinin Değerlendirilmesi. Beden Eğitimi ve Spor Bilimleri Dergisi, 3(1), 38-48.

Jaarsma et al. (2014). Barriers to and Facilitators of Sports Participation in People with Visual Impairments, Adapted Physical Activity Quarterly, (31) 240-264 264 http://dx.doi.org/10.1123/apaq.2013-0119.

Kandel, I., & Merrick, J. (2007). The child with a disability: parental acceptance, management and coping. The scientific world Journal, 7, 1799-1809.

Kaur, Y. (2010). Family support model for the management of disabled children. Studies on Home and Community Science, 4(3), 179-184.

Kumcağız, H., & Çayır, G. A. (2018). Sporun, fiziksel engelli bireylerin yaşam kalitesi üzerine etkisine ilişkin görüşler. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 654-669.

Mauerberg-deCastro, E., Campbell, D. F., & Tavares, C. P. (2016). The global reality of the Paralympic Movement: Challenges and opportunities in disability sports. Motriz: Revista de Educação Física, 22(3), 111-123.

Özer DS. (2001) Engelliler için Beden Eğitimi ve Spor, 1. Basım, Ankara, Nobel Yayın Dağıtımı.

Shields, N., Synnot, A. J., & Barr, M. (2012). Perceived barriers and facilitators to physical activity for children with disability: a systematic review. British journal of sports medicine, 46(14), 989-997.

Strickling, C. A., & Pogrund, R. L. (2002). Motor focus: Promoting movement experiences and motor development. In R. L. Pogrund & D. L. Fazzi (Eds.), Early focus: Working with young children who are blind or visually impaired and their families (2nd ed., pp. 287-325). New York: American Foundation for the Blind.

The World Report on Vision (2019) , https://www.iapb.org/learn/resources/the-world-report-on-vision/

U. Bronfen Brenner (1976). The Ecology of Human Development. Experiments By Nature and Design. Harvard Universty Press, Cambridge, Massachussetts, London, England.

Valliant, P. M., Bezzubyk, I., Daley, L., & Asu, M. E. (1985). Psychological impact of sport on disabled athletes. Psychological reports, 56(3), 923-929.

Willis, C. E., Reid, S., Elliott, C., Nyquist, A., Jahnsen, R., Rosenberg, M., & Girdler, S. (2019). ‘It’s important that we learn too’: empowering parents to

World Health Organization (WHO) (2014-2019, 2013a,2015a). Universal Eye Health: A Global Action Plan, Geneva, WHO.

Zoerink, D. A. (1992). Exploring sport socialization environments of persons with orthopedic disabilities. Palaestra, 8(3), 38-45.

Downloads

Published

2021-08-26

Issue

Vol. 7 No. 3 (2021)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).