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Social Skills Possessed by Students with Visual Impairment in an Integrated Physical Games and Sports Situation

Ogu Okey Charles


The purpose of this study was to investigate social skills possessed by students with visual impairment in an integrated physical games and sports situation. The study used cross sectional research design. Thirtysix students with visual impairment at Nnamdi Azikiwe University, Nigeria (age range = 18-28 years, gender = male; 24, female; 12) participated in the study. The regular university sports program included a multiplicity of activities to promote physical activity culture on campus. All participants completed the modified Social Skills Check List Project Data of Washington University (SSCLPDWU). This consists of four subscales, including general and physical games/sports specific items. Four research questions and four hypotheses guided the researcher in data collection. Mean score of 1.90 showed that extent students with visual impairment possess social skill is low. Further analysis showed students with visual impairment possess low social skill (grand mean = 1.85 and 1.95). Identifying/ defining problem (mean = 2.50) is the problem-solving skills possessed by students with visual impairment while seeking assistance from friends (mean = 2.67) and seeking assistance from others (mean = 2.53) are seeking assistance skills possessed by students with visual impairment. Students with visual impairment agree that in games they respond/participate when more than one other student is present (mean = 2.58) and by accepting interruptions/unexpected change (mean = 2.50). Grand mean of 2.63 showed student with visual impairment possess high conversation skills.

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Visual impairments; physical activity; social skills; integration; inclusion

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