#5 The Engagement of Visually Impaired Chess Player Into Sports

POLYTECHNICUNIVERSITY OF THE PHILIPPINES
THE ENGAGEMENT OF VISUALLY IMPAIRED

CHESS PLAYER INTO SPORT:
A CASE STUDY
A Case Study
Presented to the Faculty of the College of Human Kinetics
Polytechnic University of the Philippines
Sta. Mesa, Manila
In Partial Fulfillment for the Degree

Bachelor in Physical Education
By:
BARTOLOME, JANDER JAY Y.

BERMAL, JOHN PAUL B.
ESMERES, JOHN AXL C.
MARCH 2019
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 1
TABLE OF CONTENTS
Page
Title Page i
Table of Contents 1
1 The Problem and its Setting

Introduction 2
Statement of the problem 3
Theoretical Framework 4
Conceptual Framework 6
Scope and Limitations 7
Significance of the Study 7
2 Review of Literature and Studies

Athletes with Visual Impairments 9
Barriers to Physical Activity of a Person with Visual Impairment 11
Benefits of Sports Participation 15

Visually Impaired Chess Player 16
Sport Socialization and Engagement 17
Vista Games for Visually Impaired Children 18
Synthesis and Relevance of the Reviewed Literature and Studies 19
3 METHODOLOGY
Research Design 23
Tradition of inquiry and Data generation method 23
Sources of data 24
Instrumentation 24
Ethical Consideration used for data analysis 24
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
In this study we discuss the engagement of a chess player with visually
impairment into sport. Some studies acknowledge that disability has been defined
differently; this includes social, cultural, mental and as well political aspects, the findings
classifies disability into biomedical and social modes. This research work aims at looking
at the challenges that are accompanying persons who have been physically and
mentally challenged by their surroundings and by their own life on how they relate them
self on other people.
The subject of this study is a visually impaired chess player who competed at the
10th year anniversary of Visually Impaired Sports Training and Advocacy (VISTA) - a
sports event for visually impaired. She is Abigail Magno, a champion, who belongs in the
category of 14 years old above totally blind. She played in the national competition and
represented the Philippines in many International competitions.
PAVIC, formed in 2008, thought of organizing VISTA after noting that blind and
visually-impaired children are usually exempted from joining their Physical Education
classes and sports events at schools. This affects their self-esteem and hinder their
development. That is why PAVIC decided to put up the VISTA sports fest. The Parent
Advocates for Visually Impaired Children, Inc. (PAVIC) has more than 700 members
across different regions in the country. The group also founded the Visually Impaired
Sports Training and Advocacy (VISTA) to showcase the skills and capabilities of children
with visual impairment in doing physical activities.

Among able-bodied populations sports have become a basic part of children's
lives (Green & Chalip, 1997). Children are encouraged to participate by their families,
peers, and educators. Children with disabilities should have the same opportunities
given to them as able-bodied children. They should be able to go through life without
others setting them apart, looking at them with pity or scorn. They should be afforded
identical opportunities, privileges and demand similar responsibilities. In other words,
normalization should make available to differently abled individuals’ conditions as close
as possible to that of the group norm (Sherrill, 1998). These rights and responsibilities
should not be any different regarding sport participation (Stein & Paciorek, 1994).
The focus of this study is related on the unconditional life of Abigail Magno who
has visual impairment to be able to know her own behavior which affects and regards to
the society’s attitude towards her. Another research question is: How does disability
affect her own behavior when it comes to social and cultural terms?
The research methods used in this study have included gathering of information
from the selected people that affects the topic person. This included Parents, Coaches,
Teachers and the Administration of Vista.
Statement of the Problem

The researcher’s objective is to find out:
1. What kind of training do you do before the competition?
2. What struggles or problems do you encountered before training? before the
tournaments?
3. What kind of support do you receive? From your family? from your friends?
4. Is there any moment that had discouraged you to the point that you almost want
to give up or quit playing?
5. What advice can you give to the athletes with disability?
Theoretical Framework
Given the topic about the Engagement of Visually Impaired Chess Player into
Sport, the researchers decided to use the Theory of Planned Behaviour (TPB), it is an
extension of the Theory of Reasoned Action (TRA) (Fishbein & Ajzen 1975, Ajzen &
Fishbein 1980). Both models are based on the premise that individuals make logical,
reasoned decisions to engage in specific behaviours by evaluating the information
available to them. The performance of a behaviour is determined by the individual’s
intention to engage in it (influenced by the value the individual places on the behaviour,
the ease with which it can be performed and the views of significant others) and the
perception that the behaviour is within his/her control.
An individual’s behavioral beliefs serve as the link between his Behavior to the
Outcome that the behavior is expected to produce or bring about. It is a person’s
behavioral beliefs that will have a direct influence on his attitude toward a behavior. If the
expected outcome is something favorable, then there is no doubt that he will also have a
positive attitude toward the behavior, increasing the likelihood of actual performance.
Essentially, the behavioral beliefs of the person will focus on the issue on whether a
behavior is favorable or unfavorable.
If decisions on actions and behaviors were made solely by the individual,
predicting his responses is going to be easy as pie. However, since there are other –
internal and external – factors at play, that is not the case.

Normative beliefs involve the key people or characters around the individual,
specifically their behavioral expectations as he perceives them to be. On top of that, it is
also shaped in part by the level of importance that he places on these people’s
expectations. Together, these determine the subjective norm that will play an important
part in his decisions on whether to behave in a certain way or not.
You may perceive the presence of factors (called ‘control factors’) that will have
an impact on how the performance of the action will go. These are the control beliefs,
which will dictate your perceived behavioral control. Each control factor can be viewed
individually, and your perception of the power of one control factor may be different from
the power of the other control factors. If there is a high probability that the powerful
control factor is present, you are very likely to carry out the action in line with the
powerful factor.
When combined, all three beliefs will result in your behavioral intention which will
inevitably, will lead to the behavior itself. There is a direct relationship between these
three elements. If both the attitudes and subjective norms are positive and you strongly
believe that you can perform a specific behavior, then it is bound to strengthen your
intention and resolve to behave in that expected manner.
The researchers found out that the Theory of Planned Behaviour (TPB) assumes
that behaviour (e.g sports engagement) is influenced by intention, which in turn is
influenced by attitude, subjective norm and/or perceived behavioral control. Attitude is
the positive or negative outcome of behaviour, subjective norm refers to the social
pressure regarding behaviour and perceived behavioural control is the belief that a
person can control their own behaviour in certain situations.

Conceptual Framework
Based on the theories that were presented by the researchers, the researchers
were able to formulate and design the conceptual framework of the study.
Figure 1. Conceptual Paradigm of how Visually Impaired Chess Player Engage

into sport
INTERESTING
ACTIVITIES ATTITUDE
ACTIVE IN
SPORTS
MOTIVATION
FAMILY ENGAGE-
SUBJECTIVE INTENTION TO
FRIENDS MENT IN
NORM PARTICIPATE
COACH TO SPORT
IN SPORT
ENVIRONMENTAL
PERCIEVED
BARRIERS BEHAVIORAL ACTUAL
CONTROL BEHAVIOURAL
CONTROL
The attitude of the person with visual impairment is very important for the
intention to engage in to sports. Normal persons reported that health, fun and improving
physical strength as the most important facilitators for sports even though normal person
also reported their disability as a barrier, this barrier did not outweigh the experienced
facilitators and kept them motivated to remain active in sports. Providing information
about interesting activities and giving motivations could help in improving a more positive
attitude of a person with visually impairment towards sports participation.
Subjective norm also seems important for the successful participation in sports
for people with visually impairment. Besides support from family and friends, advice from
their coach can also positively influence a person’s intention to start participating in
sports. An increased encouragement from family, friends or coach towards sports
participation could again help to improve a person’s intention to engage in sports.

Perceived behavioral control could negatively influence the intention of
participating in sports of the persons with visually impairment because they experience
more environmental barriers and have more difficulty overcoming these barriers.
Providing information about strategies to reduce environmental barriers to sports
participation could help people with visual impairments overcoming these barriers.
Scope and limitation
This study will be limited only on Abigail Magno, who is a chess champion from
10th Vista game under the Parent Advocates for Visually Impaired Children. This study
will determine on how she engage into sports. This study aims to include participants
with the following criteria: the coach, parents, teacher, and Administration of VISTA. The
researchers used the Theory of Planned Behaviour because this theory explained how a
person engages or participates on something. This study does not cover the proper
usage of grammar but what the medium contains and the message it transcends.
Significance of the study
The result of this study will be beneficial to the following:
The PAVIC - This study can give inspiration for the PAVIC to
continue doing this kind of event. It will also help the PAVIC to know the struggles and
the motivational factors of their players.
The VISTA Facilitator – To provide knowledge on how they could improve and make
the facility more visually impaired friendly and safe.
Parents- To guide and understand the situation of their family member and to know the
struggles of being visually impaired. And to encourage their children to participate in any
sports event
Coach – to give an idea on how to handle their players and give them an inspiration to
pursue what are they doing.
Athletes with disabilities- to give an inspiration and confidence.it also helps them to
continue participating into sport.
Futures researchers -This research could be their reference if they will conduct
a study related to visual impaired person and serve as a basis for their research.
Chapter 2
REVIEW OF LITERATED LITERATURE AND STUDIES
The following parts presents a preview of literature relevant to sports engagement. The
following topics will be presented (1) athletes with visual impairments; (2) barriers to
physical activity of a person with visual impairment; (3) benefits in sports participation;
(4) visually impaired chess player; (5) sport socialization and engagement; (6) vista
games for visually impaired children. Five studies found that related to the engagement
of visually impaired chess player into sport.
Athletes with Visual Impairments
It is presumed that people who have disabilities experience life in different ways
than those without disabilities. It is also possible that they are socialized into sport
differently from their able-bodied peers.
According to Chodosh (2016) Visually impaired children today are often
“mainstreamed,” meaning that they attend regular public schools and receive the
accommodations they need in order to keep up. The Individuals with Disabilities
Education Act, which was signed into law in 1990, mandates that students are educated
in the “least restricted environment,” meaning that if a visually impaired student can get
along in a regular school setting, he or she is ineligible to receive funding to attend a
special school for the blind.
Practically speaking, it also means that a visually impaired child may be the only
one at their school—but athletes say that integration is valuable in helping young people
to physically and socially adapt to a sighted world. “At the end of the day, you don’t live
in the blind world,” says Jen Armbruster, a veteran Paralympian. “You live in the sighted
world.”
James Mastro, who has medaled in four sports at the Paralympics, agrees. “I’m not
different, I’m just blind,” he says. “I figured out a long time ago that I wasn’t going to have
anyone tell me I couldn’t do something.”
It’s a common theme among visually impaired competitive athletes: They’re
determined to prove that very little is beyond their reach.
“Besides driving a car, there’s nothing I can’t do,” says Scott Hogwood, a
champion blind athlete in multiple sports. He lost his vision in his 30s due to a
progressive disease called retinitis pigmentosa, which causes the retina to slowly
degenerate. Still, he can bowl a 268—better than most sighted people. He’s also played
in the World Series of beep baseball, a surprisingly violent sport in which players hit a
ball thrown by a sighted person, then sprint towards a base that looks more like a
punching bag propped upright. The base beeps to let the runner know where it is, and
instead of sliding smoothly, the players launch themselves head-on into it.
Coaches must overlook the disability and treat the athlete as any other. The
coach must also be knowledgeable about mechanical devices and adaptations
necessary to maximize opportunity. Inspiration is where the individual realizes that sport
and athletics can be fun and beneficial. The athlete is inspired to continue, regardless of
the reason. The last facet, dedication brings the individual to the completion of the goal.
The athlete must be willing to devote time, effort, and energy to fulfill his/her purpose.
Included in all the facets is frustration. It may be in the form of barriers or not being able
to complete one of the facets.

Barriers to Physical Activity of a Person with Visual Impairment
Sindik, Furjan-Mandić, & Schiefler, (2011) analyzed motivating factors that
affected students in three different countries to be physically active. Variables included
sport action with a friend, popularity, fitness and health, social status, sports events and
relaxation through sports. The motive for this study was to determine which factors had
the greatest influence in sport participation. The most prevalent reason to be engaged in
physical activity was popularity, followed by sport action with friends, fitness and health,
social status, relaxation through sports and appeal of sport events. This study reveals
current sport motivational factors mainly for people without disabilities. The six themes
are common reasons for involvement in sports. This can also be said for young people
who are visually impaired. Another study agrees with this notion about youth who are
visually impaired and their willingness to be involved in sports and physical activity.
Jessup, Cornell and Bundy (2010) conducted a study to explore the benefits of
leisure activities. The study took a close look at supportive relationships, desirable
identity, experiences of power and control and also maintaining or gaining social justice.
Eight young people ages 17-22 with visual impairments ranging from B1(5) - B2(3) were
interviewed because they were engaged in at least one physical activity per week.
Participants were interviewed using semi-structured open-ended questions. Questions
asked sought to know what activities kept them totally engaged, what they got from
those particular activities and why they might do them instead of others? Depending on
the answer, interviewers would use the lead question as an inductive approach to find
more information about their answers to gather more salient details. All questions were
analyzed as a descriptive form of information and then as an interpretive answer.
Researchers looked at interpretation of the results through four different lenses. They
examined the information from first to understand who is telling the story and what they
are feeling and secondly to peer into the benefits of leisure and how the participants
engaged with and were affected by certain leisure activities. The other two filters for
analysis were focusing on contextualizing the first two readings together within societal
perceptions of disability and the fourth to interpret the data as a reflexive reading on how
the researcher may or may not have influenced the process of the interview and
analysis. Researchers found that the participants in this study valued several benefits:
social connections, being accepted, relief from stress, support in adversity, fitness and
health, learning and experiencing new things, being challenged, having fun, contributing
to others and resisting social prejudice. Of these themes, four categories emerged;
tensions of resilience, relationships, identity, power and control and social justice. These
young people were motivated externally and internally to be physically active. By
engaging in physical activity, it was determined that youth with visual impairments
experienced an overwhelming feeling of satisfaction, enjoyment and achievement
through being regularly physically active. This is consistent with Sindik, et al. (2011) who
found individuals enjoyed participating in physical activities for similar reasons of health
and wellness, enjoyment, self-satisfaction and for social benefits that also come about
from regular participation.
Jessup et al. (2010) determined that young people with visual impairment are just
as inclined to seek physical activities that they can enjoy just as their same age sighted
peers do. The goal setting, health and fitness, independence and respect within society
is something that youth with visual impairment embrace whether they have found it or
not.
In addition to studies previously mentioned regarding motivation and willingness
to participate in physical activity, Jaarsma, Dekker, Dijkstra and Geertzen (2014)
researched barriers to and facilitators of sports participation in young people with visual
impairments. This study interviewed 648 individuals with a mean age of 18 years old
about their experiences and perceptions of physical activity. A 30-item questionnaire
was employed to retrieve information regarding facilitators and barriers to physical
activity. Participants were categorized into active participants and inactive participants to
seek variance in perspectives and experiences with physical activity and to compare the
two groups. Participants were labeled as active participants if they were engaged in at
least thirty minutes of physical activity per week that was exhaustive, skill demanding,
required endurance and competitive in nature for at least two or more times per week.
Researchers compared groups using a Mann-Whitney U-test and analyze the
differences of barriers and facilitators that the participants experienced. In addition, a
chi-square test was implemented to also determine differences between the two groups.
In order to analyze the paired proportions between the initiation of maintenance
of sports participation a McNemar test was employed to further investigate differences
between groups and their responses. Finally, the variables were associated with sports
participation were determined through the use of a logistic regression to include all
responses from the groups in their respective themes. In order to determine statistical
significance an alpha level of .05 was established. As a result, the researchers found
63% of participants to be in the active category. There were no differences in activity
levels based on level of visual impairment. It is noted that active participants were found
to have higher education than that of the inactive participants (73%-59%). Walking,
fitness and recreational cycling were of the top three most frequently mentioned
activities by active participants. It should be noted that the results of this study found that
the more active group had more firsthand experience with being regularly active, as they
had come into contact with various forms of physical activity, assistive devices, social
environments and physical environments. Barriers to physical activity for the active
group were claimed to be dependent on others, transportation and lack of possibilities in
the neighborhood as environmental barriers. On the other hand, the inactive group
viewed barriers as more personal; lack of exercise with peers and costs associated with
being active. Other environmental barriers the active group claimed to
experience more than the inactive group was the lack of qualified and professional
supervision.
There were several barriers mentioned, however the facilitators to physical
activity also offered some interesting insight to the situation. Both groups found that they
initiated and maintained their regular sports and physical activity participation for health,
fun and social contacts. This was the most similar comparison between the two groups
as no more than a 2% difference separated their outcomes in response. Behind the
facilitators were several other factors that enhanced these claims. It was noted that
family support had a great impact on the consistent initiation and maintenance of
physical activity, as well as medical advice from rehabilitation professionals and a
personal factor of weight control was another determinant of facilitating constant and
adequate physical activity levels. Factors that predicted sports participation for inactive
participants were education, disability, costs, lack of peers and use of computer
software. Active participants experienced a lack of qualified supervision as a barrier
more than inactive participants. More external factors than personal factors were
mentioned by the active group as opposed to the inactive group who also had lower
emphasis on education, sophisticated understanding of technology and also believed
more barriers were personal in nature such as disability, or lack of social contact with
peers. It can be said that all participants agreed that family and social support had a lot
to do with engagement in physical activity, as well as enjoying the health, pleasure and
social contacts that come from being physically active. This goes on to demonstrate that
individuals with visual impairment do in fact understand the benefits of physical activity
and would like to partake in adequate physical activity despite their perceptions and or
barriers preventing them from doing so, whether external or internal.
Benefits of Sport Participation
Physical activity and sports can influence positively in orientation and mobility
skills and concepts and independent living skills. Thus, helping children with visual
impairment understand their own bodies and how to move as safely, efficiently, and
independently as possible. For social interaction skills and recreational and leisure skills,
sports and physical activity are often primary socialization environments and create an
atmosphere of belonging, such as clubs, teams, other groups (Movahedi, Mojtahedi, &
Farazyani, 2011). Finally, self-determination skills refer to a person’s right to decide
freely and without undue influence how he or she wishes to live his or her life (Sapp &
Hatlen, 2010). Physical activities and sports encourage students to become stronger at
decision making skills, making the child more responsible and autonomous. At the same
time that children learn to be more cooperative with others, they learn how to be less
dependent on others, perceiving the fact that they are responsible for themselves and for
the world in which they live (Movahedi et al., 2011).
Physical activity benefits can be divided into physical and psychosocial levels.
First, in the physical level, are motor development, learning sport skills, improving health
and fitness, and the prevention diseases such as coronary heart disease, osteoporosis,
diabetes, obesity, etc (Gomes, 2011). The psychosocial level relates the exercise to the
development of leadership skills and initiative, self-discipline and independence, self-
confidence and self-esteem, respect and authority, competitiveness, cooperation and

friendship and moral development, through recognition and acceptance of rules and
behaviors on the sport (Gomes, 2011).
Studies have shown that children with visual impairments are less physically
active than recommended and less than their sighted peers (Houwen, Hartman, &
Visscher, 2009; Houwen, Hartman, Jonker, & Visscher, 2010; Lieberman, Byrne,
Mattern, Watt, & Fernandez-Vivo, 2010)
A variety of instructional strategies can be used when teaching students with
visual impairments, such as demonstration, verbal instruction, and tactile teaching
(Lieberman & Cowart, 2011, Lieberman & Haibach, 2012; Lieberman, 2011). For
effective and pleasurable learning, teachers have to choose carefully which method to
use depending on the student’s learning preference and skills being taught (Lepore et
al., 2007; Lieberman, 2011). Thus, teachers may promote an exciting and comfortable
environment for all students – with or without visual impairments.
Visually Impaired Chess Player
A chess game is very popular also for visually impaired players. To some extent
we can see similarities to blindfold chess game of sighted players. However, blindfold
chess is played by master players only. Thus, blind beginners are facing demanding
conditions for playing chess (Jan Balata, Zdenek Mikovee & Pavel Slavic, 2016).
Based on the IBCA (2009) on How Visually Impaired Play Chess? The Chess
Board of 64 squares has the following modifications: (1) All the Black squares are raised
about 3-4 mm above the white squares. By feeling the squares, the player is able to
determine whether the square is a black or a white one. (2) Each of the squares on the
Board has a hole in the center, so that the pieces can be fixed in these holes. (3) Each
of the pieces has a downward projection (nail) at the base, which fits into the hole in the
squares on the Board, thereby fixing the piece securely on the board. (4) All the Black
pieces have a pin fixed on their heads helping the player distinguish between a white
and a black piece.
The players therefore, by feeling the raised or the lowered squares can figure out
whether the piece is on a black or a white square. By feeling the shape of the piece, they
can determine whether the piece is a Pawn, Rook, Bishop, Knight, Queen or King. The
touch of the pin on the pieces helps the player from distinguishing a white piece from a
black one. The player is therefore able to have a clear picture in his mind of the position
on the Board. He is now ready to take on any opponent, sighted or otherwise.
After making every move, the visually impaired person is required to announce
the move aloud, so that his opponent comes to know of the move. Instead of writing the
moves on a Score Sheet, the visually impaired player writes the moves in Braille or
records the moves on a tape recorder.
As chess game is a very popular board game which has its amateur and
professional form. There are also many visually impaired players on various level of
playing. We can identify international and local organizations of visually impaired chess
players, which organize tournaments, training courses and help visually impaired players
with accessibility issues related to chess playing (Jan Balata, Zdenek Mikovee & Pavel
Slavic, 2016).
Sport Socialization and Engagement
Children with visual impairments face several barriers to engaging in physical
activities and sports. Lack of professional preparation, lack of time, appropriate
programming and equipment are among environmental barriers for these children
(Lieberman, Robinson, & Rollheiser, 2006).

According to the Expanded Core Curriculum (ECC), children with visual
impairments need to develop nine main areas of instruction to be successful in school,
the community, and the workplace (Sapp & Hatlen, 2010). Socialization, self-
determination, independence, recreation and leisure, social interactions, compensatory
or functional academic skills, career education, use of assistive technology, and sensory
efficiency skills. At least five of these areas represent barriers for individuals with visual
impairments and should be assessed and instructed by instructors in physical education
and sports.
Goodwin, Lieberman, Johnston, & Leo (2011) examined the social meaning of a
summer residential sports camp for 13 children and youth with visual impairments. The
study found reported improvement in the sense of community, levels of participation in
physical activities, acquisition of new skills, test of individual limits, set of new standards
and capabilities, socialization, friendships, and independence. These results indicate the
importance of children’s engagement in physical activities and sports.
Vista Games for Visually Impaired Children
When in Manila (2018) reported that the Parent Advocates for Visually Impaired
Children (PAVIC), is a non-stock, non-profit organization that envisions a fulfilling future
for visually impaired children—with equal opportunity and access to all activities in life, in
cooperation with JCI Manila, a premier leadership development organization, is holding
one of the biggest sports events for visually impaired children this coming March. Named
VISTA Games (an acronym for Visually Impaired Sports Training & Advocacy), the said
event is part of the two organizations’ efforts to create awareness for the challenges
faced by visually impaired children all over the world.

VISTA Games’ goal is to help these children develop a healthy lifestyle while
providing development opportunities that create positive change.
The said event will feature sports activities such as swimming, track and field,
chess, goalball, and showdown (a modified version of table tennis). 300 to 400 visually
impaired athletes aged 5 to 19 years old, all over the Philippines are expected to
participate in this one-day event. In the Philippines, 60% of children will die within one
year of becoming blind and the remainder will, on an average, spend 40 years without
sight. Moreover, about 90% of blind children are not able to have access to proper
education, greatly hindering them from achieving their full potential.
Children who are visually impaired are typically excluded from physical activities,
which cause them to have low self-esteem and a weak physique. This is also the reason
why children who are visually impaired are more susceptible to health conditions, such
as bone and muscle weakening, obesity, and diabetes. This is something that we wish to
change through our continuous efforts.
Synthesis and Relevance of the Reviewed Literature and Studies
The perspectives presented by the related literatures and studies provided the
researchers with some insights about the athletes with visual impairments, benefits in
sports participation, visually impaired chess player, sport socialization and engagement
and vista games for visually impaired children. The information gathered from these
articles helped the researchers in understanding and setting the direction of this study.
According to Chodosh (2016) Visually impaired children today are often
“mainstreamed,” meaning that they attend regular public schools and receive the
accommodations they need in order to keep up. The Individuals with Disabilities
Education Act, which was signed into law in 1990, mandates that students are educated
in the “least restricted environment,” meaning that if a visually impaired student can get
along in a regular school setting, he or she is ineligible to receive funding to attend a
special school for the blind. Practically speaking, it also means that a visually impaired
child may be the only one at their school—but athletes say that integration is valuable in
helping young people to physically and socially adapt to a sighted world. “At the end of
the day, you don’t live in the blind world,” says Jen Armbruster, a veteran Paralympian.
“You live in the sighted world.”
Sindik, Furjan-Mandić, & Schiefler, (2011) analyzed motivating factors that
affected students in three different countries to be physically active. Variables included
sport action with a friend, popularity, fitness and health, social status, sports events and
relaxation through sports. The motive for this study was to determine which factors had
the greatest influence in sport participation. The most prevalent reason to be engaged in
physical activity was popularity, followed by sport action with friends, fitness and health,
social status, relaxation through sports and appeal of sport events. This study reveals
current sport motivational factors mainly for people without disabilities. The six themes
are common reasons for involvement in sports. This can also be said for young people
who are visually impaired. Another study agrees with this notion about youth who are
visually impaired and their willingness to be involved in sports and physical activity.
Jessup, Cornell and Bundy (2010) conducted a study to explore the benefits of
leisure activities. The study took a close look at supportive relationships, desirable
identity, experiences of power and control and also maintaining or gaining social justice.
Researchers found that the participants in this study valued several benefits: social
connections, being accepted, relief from stress, support in adversity, fitness and health,
learning and experiencing new things, being challenged, having fun, contributing to
others and resisting social prejudice. Of these themes, four categories emerged;
tensions of resilience, relationships, identity, power and control and social justice. These
young people were motivated externally and internally to be physically active. By
engaging in physical activity, it was determined that youth with visual impairments
experienced an overwhelming feeling of satisfaction, enjoyment and achievement
through being regularly physically active. This is consistent with Sindik, et al. (2011) who
found individuals enjoyed participating in physical activities for similar reasons of health
and wellness, enjoyment, self-satisfaction and for social benefits that also come about
from regular participation.
Jessup et al. (2010) determined that young people with visual impairment are just
as inclined to seek physical activities that they can enjoy just as their same age sighted
peers do. The goal setting, health and fitness, independence and respect within society
is something that youth with visual impairment embrace whether they have found it or
not.
Physical activity and sports can influence positively in orientation and mobility
skills and concepts and independent living skills. Thus, helping children with visual
impairment understand their own bodies and how to move as safely, efficiently, and
independently as possible. For social interaction skills and recreational and leisure skills,
sports and physical activity are often primary socialization environments and create an
atmosphere of belonging, such as clubs, teams, other groups (Movahedi, Mojtahedi, &
Farazyani, 2011)
Physical activity benefits can be divided into physical and psychosocial levels.
First, in the physical level, are motor development, learning sport skills, improving health
and fitness, and the prevention diseases such as coronary heart disease, osteoporosis,
diabetes, obesity, etc (Gomes, 2011). The psychosocial level relates the exercise to the
development of leadership skills and initiative, self-discipline and independence, self-

confidence and self-esteem, respect and authority, competitiveness, cooperation and
friendship and moral development, through recognition and acceptance of rules and
behaviors on the sport (Gomes, 2011).
A chess game is very popular also for visually impaired players. To some extent
we can see similarities to blindfold chess game of sighted players. However, blindfold
chess is played by master players only. Thus, blind beginners are facing demanding
conditions for playing chess (Jan Balata, Zdenek Mikovee & Pavel Slavic, 2016).
Goodwin, Lieberman, Johnston, & Leo (2011) examined the social meaning of a
summer residential sports camp for 13 children and youth with visual impairments. The
study found reported improvement in the sense of community, levels of participation in
physical activities, acquisition of new skills, test of individual limits, set of new standards
and capabilities, socialization, friendships, and independence. These results indicate the
importance of children’s engagement in physical activities and sports.
According to the Expanded Core Curriculum (ECC), children with visual
impairments need to develop nine main areas of instruction to be successful in school,
the community, and the workplace (Sapp & Hatlen, 2010). Socialization, self-
determination, independence, recreation and leisure, social interactions, compensatory
or functional academic skills, career education, use of assistive technology, and sensory
efficiency skills. At least five of these areas represent barriers for individuals with visual
impairments and should be assessed and instructed by instructors in physical education
and sports.
Chapter 3
METHODOLOGY
The purpose of this chapter is to present the methods that were used to
determine how chess player with visual impairments are engaged into sport. The
methods that were used in the study are the following: Research design, Tradition of
inquiry and Data generation method, Source of data, Instrumentation, and Ethical
Consideration used for data analysis.
Research Design
Research design involves selection of a research method. The researchers used
for this study is Qualitative Research which started by studying related literature and
collecting related information about the participant and its key persons. In this study, the
researchers also used case study method in their methodology. Case study allows the
researcher to conduct an in-depth interview with the participant and its key persons to
know how and why they are in that situation even on some circumstances and to gather
detailed information due to the close of examination of this single case.
Tradition of Inquiry and Data Generation Method
The researchers used In-depth interview. This method was helpful to give
accurate data that can support this study through the information provided by the key
informants.
In-depth interview is a Qualitative research technique which an effective way to
gather data that involves conducting of comprehensive individual interview with the
limited numbers of participants. According to Anne Galleta “Interview offers great
potential to attend the complexity of a story in need of contextualization” (Galleta, 2013)
Sources of Data
The researchers’ sources of data are the key informants who are their parents,
coach, teacher/adviser at their school and the administrator of PAVIC – Parents
Advocates for Visually Impaired Children.
Instrumentation
The researchers made an interview guide questionnaire, to be validated by the 3
experts from the College of Education. And all of the information had been gathered
through face to face interview and video/recorded interview with the participant and the
key informants.
Ethical Consideration Used for Data Analysis
The researchers sought permission from PAVIC to allow them to interview the
selected participant. Also, the researchers asked assistance to the PAVIC for finding the
key informants.
A week after, the researchers went to the participant’s house and set the
interview. The researchers gave first the consent to the participant and asked him if it is
okay to record the interview via camera and a sound recorder. And the participant
agreed with the video interview. Before the recording of the interview, the researchers
said the interview guide questions to the participant for her to have an idea what the
questions was all about and to have enough time to think about the possible answers.
And when the participant was ready, the video interview was conducted. At the end of
the interview, the researchers reviewed the outcome of the video together with the
participant for her approval.

Interview Guide Questions
For Visually Impaired Chess Player
1. What kind of training do you do before the competition?
2. What struggles or problems do you encountered before training? before the
tournaments?
3. What kind of support do you receive? From your family? From your friends?
4. Is there any moment that had discouraged you to the point that you almost want
to give up or quit playing?
5. What advice can you give to the athletes with disability?
Interview Guide Questions for the Key Informants
For Coach
1. How did you discover that Abigail Magno has the skills to be a chess player?
2. How difficult it is to coach a visually impaired player?
3. How do you prepare your player in every game?
4. Do you prefer the player to also play at home?
5. Is there a proper sleep or food needed by a player?
6. How many times do you train your player a week?
7. How much time do player should play every training?
8. Do you prefer your players to attend a sports seminar?
9. How do you preserve their self-reliance in playing?

For the Parents
1. Do you support your child in their sport?
2. What kind of person inside and outside the house is your child?
3. How do you help your child to overcome discrimination?
4. How much do you trust the coach?
5. How do you balance your child’s time in school, training and at home?
6. Do you prefer your child to also play other kind of games or sports?
7. Did you expect before that your child can play game like chess?
8. As a parent what should you do to keep your child playing?
9. What is the main reason why you always support your child on her sport?
For teacher/adviser
1. Does Abigail actively participate in the class?
2. Does your school is fit for visually impaired students?
3. Do you think student athletes like this should have a more exposure?
4. Do you ask parents to stay beside the classroom to guide their child?
5. Do you always let your visually impaired student to join activity with the normal
students?
6. How do you approach the visually impaired student if there is a discrimination
between normal students?
7. Do you always give the visually impaired students the same activity to the normal
student?
8. What is the major impact of the visually impaired student to you in your teaching
style?
For PAVIC Administrator:
1. What kind support do you give to the visually impaired players?
2. What is your purpose for creating this event?
3. Who inspires you to continue doing this event?
4. How do you organize the different games or sport of the visually impaired
players?
5. On what kind of environment do you plan to go, to organize the event?
6. How do you keep ready for any visible danger that can happened during the
games?
7. What could be the memorable thing you could give to the player?
For VISTA Facilitator
1. How do you prepare a friendly Environment for visually impaired players?
2. What are the things that you consider before launching the event?
3. What is your purpose for creating this kind of event?
4. How long you've been facilitating this kind of event?
5. How hard is to facilitate this kind of event?
6. What kind of training or seminar do you attend to put yourself as a facilitator?
7. As a facilitator, how much effort do you prefer to the Visually Impaired person to be
more attentive and more competitive?

References
Balata, J., Mikovee Z., & Slavic P., (2016). Problems of Blind Chess Players
Gomes, A.R. (2011). A iniciação e formação desportiva e o desenvolvimento
psicológico de crianças e jovens. In A.A. Machado & A.R. Gomes (Eds.),
Psicologia do esporte: Da escola à competição (pp. 19-48).
Goodwin, D. L.; Lieberman, L. J.; Johnston, H.; & Leo, J. (2011). Connecting
through summer camp: Youth with visual impairments find a sense of
community. Adapted Physical Activity Quaterly, 28, 40-55
Houwen, S., Hartman, E., & Visscher, C. (2009). Physical activity and motor
skills in children with and without visual impairments. Medicine & Science
in Sports & Exercise, 41(1), 103-109.
Houwen, S., Hartman, E., Jonker, L., & Visscher, C. (2010). Reliability and
validity of the tgmd-2 in primary-school-age children with visual
impairments. Adapted Physical Activity Quarterly, 27, 143-159.
IBCA (2009). How visually impaired play chess? Retrieved from http://www.ibca-
info.org/how-visually-impaired-play-chess.php
Jaarsma, E. A., Dekker, R., Koopmans, S. A., Dijkstra, P. U., & B. Geertzen, J. H.
(2014). Barriers to and Facilitators of Sports Participation in People With Visual
Impairments. Adapted Physical Activity Quarterly, 31(3), 240-264
Jessup GM, Cornell E, Bundy AC. (2010) The treasure in leisure activities: fostering
resilience in young people who are blind. Journal of Visual Impairment &
Blindness. 2010;104(7):419
Lieberman, L. J.; Robinson, B. L.; & Rollheiser, H. (2006). Youth with visual
impairments: Experiences in general education. RE:view, 38(1), 35-48.

Lieberman, L.J., Byrne, H., Mattern, C.O., Watt, C.A., & Fernández-Vivó, M.
(2010). Health-related fitness of youths with visual impairments. Journal
of Visual Impairment & Blindness, 104(6), 349-359.
Lieberman, L.J., & Cowart, J.F. (2011). Games for people with sensory
impairments. Champaing, IL: Human Kinetics.
Lieberman, L. (2011). Visual impairments. In J. Winnick (Ed.), Adapted physical
education and sport (pp. 205 – 219). Champaign, IL: Human Kinetics.
Lieberman, L., & Haibach, P. (2012). Motor development curriculum for children
with visual impairments or deaf blindness.
Movahedi, A.; Mojtahedi, H.; & Farazyani, F. (2011). Differences in socialization
between visually impaired student-athletes and non-athletes. Research in
Developmental Disabilities, 32, 58-62
Sapp, W., & Hatlen, P. (2010). The expanded core curriculum: Where we have
been, where we are going, and how we can get there. Journal of Visual
Impairment & Blindness. 104(6), 338-348.
Sara Chodosh (2016) The Competitive World of Blind Sports. Retrieved from
https://www.theatlantic.com/health/archive/2016/03/blind-athletes/475041/
Sindik, J., Furjan-Mandic, G., & Schiefler, B. (2013). Participation Motivation and
Student’s Physical Activity among Sport Students in Three Countries. Journal of
Sports Science & Medicine,12(1), 10–18.
When in Manila (2018). Vista games for visually impaired children. Retrieved from
https://www.wheninmanila.com/vista-games-for-visually-impaired-children

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POLYTECHNICUNIVERSITY OF THE PHILIPPINES

THE ENGAGEMENT OF VISUALLY IMPAIRED

In Partial Fulfillment for the Degree

BARTOLOME, JANDER JAY Y.

1 The Problem and its Setting

2 Review of Literature and Studies

Benefits of Sports Participation 15

self on other people.

represented the Philippines in many International competitions.

with visual impairment in doing physical activities.

identical opportunities, privileges and demand similar responsibilities. In other words,

normalization should make available to differently abled individuals’ conditions as close

Teachers and the Administration of Vista.

Statement of the Problem

2. What struggles or problems do you encountered before training? before the

to give up or quit playing?

5. What advice can you give to the athletes with disability?

reasoned decisions to engage in specific behaviours by evaluating the information

available to them. The performance of a behaviour is determined by the individual’s

perception that the behaviour is within his/her control.

Outcome that the behavior is expected to produce or bring about. It is a person’s

behavior is favorable or unfavorable.

If decisions on actions and behaviors were made solely by the individual,

internal and external – factors at play, that is not the case.

specifically their behavioral expectations as he perceives them to be. On top of that, it is

part in his decisions on whether to behave in a certain way or not.

intention and resolve to behave in that expected manner.

that behaviour (e.g sports engagement) is influenced by intention, which in turn is

influenced by attitude, subjective norm and/or perceived behavioral control. Attitude is

person can control their own behaviour in certain situations.

Figure 1. Conceptual Paradigm of how Visually Impaired Chess Player Engage

attitude of a person with visually impairment towards sports participation.

sports. An increased encouragement from family, friends or coach towards sports

participation could again help to improve a person’s intention to engage in sports.

Providing information about strategies to reduce environmental barriers to sports

Scope and limitation

Significance of the study

The result of this study will be beneficial to the following:

the motivational factors of their players.

the facility more visually impaired friendly and safe.

pursue what are they doing.

continue participating into sport.

REVIEW OF LITERATED LITERATURE AND STUDIES

of visually impaired chess player into sport.

Athletes with Visual Impairments

differently from their able-bodied peers.

According to Chodosh (2016) Visually impaired children today are often

along in a regular school setting, he or she is ineligible to receive funding to attend a

special school for the blind.

anyone tell me I couldn’t do something.”

It’s a common theme among visually impaired competitive athletes: They’re

determined to prove that very little is beyond their reach.

coach must also be knowledgeable about mechanical devices and adaptations

to complete one of the facets.

Sindik, Furjan-Mandić, & Schiefler, (2011) analyzed motivating factors that

affected students in three different countries to be physically active. Variables included

Participants were interviewed using semi-structured open-ended questions. Questions

analyzed as a descriptive form of information and then as an interpretive answer.

young people were motivated externally and internally to be physically active. By

experienced an overwhelming feeling of satisfaction, enjoyment and achievement

from regular participation.

In addition to studies previously mentioned regarding motivation and willingness

to participate in physical activity, Jaarsma, Dekker, Dijkstra and Geertzen (2014)