Document Type : Original Articles

Authors

• Zahra Aghakouchaki ¹
• Vahid Zolaktaf ²

¹ Department of Sport Injury and Corrective Exercise, School of Physical Education and Sports Sciences, University of Isfahan, Isfahan, Iran

² Associate Professor, Department of Sport Injury and Corrective Exercise, School of Physical Education and Sports Sciences, University of Isfahan, Isfahan, Iran

Abstract

Introduction: In many cases, social conditions are such that reduce mobility opportunities, particularly the opportunity of successful running experiences for blind children. As a result of this issue, self-efficacy is reduced in blind children regarding running that is a necessary activity for children’s motor, physical, and psychological development. Hence, the aim of the present study was to assess the impact of facilitating running for blind children on their self-efficacy regarding running.Materials and Methods: This quasi-experimental study was conducted on blind children from an elementary school for visually impaired children in Isfahan Province, Iran. The experimental group included 8 children (2 girls and 6 boys) with mean age of 9.5 ± 1.6 years and the control group included 10 children (3 girls and 7 boys) with mean age of 10.3 ± 1.6 years. Facilitation of running in this research was implemented using an interface belt for group running of blind individuals. The exercise program consisted of 3 45-minute sessions per week and lasted for 6 weeks. Running self-efficacy was measured before and after the intervention using the Running Self-Efficacy Questionnaire for Blind Children in the form of interviews. Data were analyzed using repeated measures ANOVA. All P values of less than or equal to 0.05 were considered significant.Results: The results showed significant interaction between running distance self-efficacy (F(1, 16) = 6.35) (P = 0.02) and running skill self-efficacy (F(1, 16) = 14.19) (P < 0.001) in the experimental group. Moreover, the results showed a significant intragroup difference regarding running distance self-efficacy (F(1, 16) = 52.9) (P = 0.01) and running skill self-efficacy (F(1, 16) = 20.56) (P < 0.001) in the experimental group. However, intergroup differences regarding running distance and running skills self-efficacy were not significant.Conclusion: Significant improvement in self-efficacy of the experimental group could be linked to the strengthening of self-efficacy resources as a result of running training in facilitated conditions. Findings suggest that not only is running training possible for blind children, but it also has optimal effects on the improvement of their running self-efficacy. 

Keywords

• Blind children
• Running
• Self-Efficacy