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Utilizing Documentary Film as a Pedagogical Methodology: Exploring the Student Experience Through Writing to Learn After Viewing The Rebound: A Wheelchair Basketball Story

Cathy McKay, Justin Haegele, Jenna McMahon

Abstract


This study explored the effect of a documentary film on college students through the write-to-learn (WTL) process, including how students experience the film, their feelings about the experience, and the manner in which the film informed perceptions of or actions toward inclusion and disability sport. A convenience sample of 204 undergraduate students enrolled in a general education lifetime fitness and wellness kinesiology course (Mage = 19.89; 55.4% female, 81.8% Caucasian) completed a short questionnaire. After data collection was complete, long-format responses were compiled into a spreadsheet and open coded by the first and third authors independently. In total, participants’ responses were coded into 332, 258, and 240 codes for the first, second, and third long-format questions,respectively. The most common response categories were gained new knowledge, inspirational, power of personal stories, emotional, I learned a lot, and people with disabilities are able. Disability sport experiences, including the viewing of a disability-focused documentary film, can offer a platform from which students can examine dispositions toward disability, evaluate the effect of their dispositions on other people, and potentially experience a change in perspective.

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Keywords


perceptions; disability sport; university; wheelchair basketball

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DOI: https://doi.org/10.18666/TPE-2020-V77-I2-9569

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