Instructional Preferences in Aquatics for Children with Visual Impairments and Blindness

Abstract

Children with visual impairments (CWVI) are developmentally behind their sighted peers in motor skills. Swimming is a sport that many CWVI enjoy and experience success, but unfortunately swimming is particularly complex to teachCWVI. The purpose of this study was to determine which instructional strategies CWVI prefer during swim instruction.Thirteen CWVI and fourteen coaches participated in qualitative focus group interviews on their preferences after a week of swim instruction. A thematic approach was utilized to ensure the analysis was undertaken in a theoretically and methodologically sound manner. The results showed that two key themes emergedfrom each category: physical guidance, tactile modeling, and teaching strategies. The first teaching strategy, physical guidance, included themes quicker learning process and passive movement. The second teaching strategy, tactile modeling, was comprised of the themes barriers and better instruction. Teaching strategies included the themes depending upon the situation and child feedback. Instructional styles used in swimming dependedupon the skill being taught, the previous experience of the child, the size and experience of the instructor, and the preference of the student. Instructors should discuss skills being taught and instructional preferences to the student ahead of time. They should also take into consideration the variables of skills being taught, the child’s previous experience, and the size and experience of the instructor.