A Service Delivery Model for Physical Activity in Students with Visual Impairments: Camp Abilities

Haegele, Justin A.; Lieberman, Lauren J.; Lepore, Monica; Lepore-Stevens, Maria

doi:10.1177/0145482x1410800604

Cited by 9 publications

(12 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Lieberman et al (2014) advocated that ECC areas could be learned through quality physical education. High-quality physical education instruction, such as that found at Camp Abilities and detailed in descriptive articles (Haegele et al, 2014; Lieberman et al, 2014), allows youths with visual impairments to experience different types of recreation and leisure activities, in addition to allowing athletes the opportunity to hone their skills and increase their competencies in other areas of the ECC (Haegele & Porretta, 2015; Shapiro et al, 2005). In particular, there is growing evidence that setting goals for sport and leisure activities provides an intrinsic motivation for youths (Cohn, 2010; iResearchNet, n.d.; Taylor, 2017).…”

mentioning

confidence: 99%

The Expanded Core Curriculum Areas Experienced by Campers during Camp Abilities: A Qualitative Study

Lieberman

Ericson

Lepore-Stevens

et al. 2021

Journal of Visual Impairment & Blindness

Self Cite

View full text Add to dashboard Cite

Introduction: The expanded core curriculum (ECC) refers to the generally accepted nine areas of instruction that children who are visually impaired (i.e., those who are blind or have low vision) must learn through explicit instruction in order to live independently as adults. Children with visual impairments must experience immersion in the ECC in their daily lives throughout the year rather than only being taught these skills during the school year by teachers of students with visual impairments. Therefore, this research was undertaken to determine whether athletes attending Camp Abilities, a sports camp for children with visual impairments, experienced new ECC skills or practiced previously learned ECC skills and if so, how. Method: Researchers chose to interview 10 athletes from a purposeful sample of 30 children who had previously attended camp. The 10 coaches who worked with these athletes one-on-one participated in focus group discussions at the end of the weeklong camp. In addition, all athletes and coaches attending camp listed their thoughts on posters describing how all athletes attending experienced areas of the ECC. Finally, researchers documented observations of athletes’ opportunities to practice ECC content throughout the weeklong program. Researchers transcribed interviews and focus group discussions and reviewed for themes relating to ECC areas that were part of the students’ lived experience during camp. Results: Three major conclusions emerged from reviews of the interviews, discussion group transcripts, posters, and observations: (1) athletes and coaches were initially unclear about what the ECC areas were and how the athletes experienced the ECC in their everyday academic and home activities; (2) following clarification of the ECC areas, the athletes came to recognize how they learned and applied ECC skills during the camp experience; and (3) a more structured instructional approach to applying the ECC at camp may further enhance their experiences. Discussion: The youth participants were not able to list and describe all of the ECC areas when interviewed at the end of camp. However, adult participants (coaches) listed most ECC areas and described how athletes experienced the ECC during camp in their focus group discussions. Once researchers clarified ECC areas for athletes, they identified self-determination, recreation and leisure, social interaction, and independent living as the areas of the ECC most often experienced during camp. Implications for practitioners: Practitioners need to pay attention to structured learning of the ECC areas and consider articulating for students which areas overlap in their everyday lives, so that they are fully aware of the multiple skills they are acquiring. Camp Abilities is a functional way for youths with visual impairments to experience all areas of the ECC.

show abstract

mentioning

confidence: 99%

The Expanded Core Curriculum Areas Experienced by Campers during Camp Abilities: A Qualitative Study

Lieberman

Ericson

Lepore-Stevens

et al. 2021

Journal of Visual Impairment & Blindness

Self Cite

View full text Add to dashboard Cite

show abstract

“…Specific sport instruction to campers and their coaches is conducted by the sport specialists. The sport specialist then provides specific feedback and goal setting support (Haegele et al, 2014). Except in camp four, sports specialists are also not paid, though in some cases they receive help with their travel expenses.…”

Section: Resultsmentioning

confidence: 99%

“…In a place where participants engage in different activities throughout the day, the structured instructional model used in CA deserves attention. According to Haegele et al (2014, pp. 476–477), the instructional model followed at most camps is based on two levels of instruction:The sport specialist provides the first level of instruction by teaching basic information about a specific sport or activity to a group of campers and their one-on-one coaches in small groups.…”

Section: Resultsmentioning

confidence: 99%

“…Camp Abilities (CA), another sport camp designed for children and youth with VI, was created in 1996 at the College at Brockport, State of New York, USA, and has been replicated at over 22 locations across the United States and in countries including Canada, Costa Rica, Finland, Ireland, Guatemala, Brazil, and Portugal (Haegele, Lieberman, Lepore, & Lepore-Stevens, 2014). Contrary to the NSEC program, CA is set up to provide a one-on-one instructional situation for each camper.…”

Section: Introductionmentioning

confidence: 99%

“…setting, program, and activity) that are important to provide the supports and opportunities needed for positive children and youth development and deserve to be explored by researchers. While a few manuscripts regarding these topics on sports camps for children and youth with VI have addressed these issues (Haegele, & Lieberman, 2014; Haegele et al, 2014; Schedlin & Lieberman, 2011), none of them have been based on a systematic original research. Thus, based on a multiple case study approach, the purpose of this study was to describe the operational characteristics of CA.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Sport summer camp for children and youth with visual impairment: Descriptive case study of Camp Abilities

Furtado

Lieberman

Gutierrez

2017

British Journal of Visual Impairment

View full text Add to dashboard Cite

The purpose of this study was to describe the operational characteristics of Camp Abilities, an educational sports summer camp for children and youth with visual impairment. In this descriptive multiple case study, the data collected comprises interviews with seven adapted physical education faculty members, questionnaire, and document analysis. Camps were often run at university campuses, where undergraduate and graduate physical education students perform the role of instructing campers and eventually helping in the camp organizing process. These camps include a minimum of 30 to more than 120 participants (i.e. directors, campers, coaches, and specialist) each session, lasting from 4 to 7 days. In this scenario, although each camp has particular features, camps' purposes, participants, activities, and schedules are very similar, showing that this is a feasible and reproducible approach, which can provide enriching opportunities for diverse groups.

show abstract

The outcomes of running a sport camp for children and youth with visual impairments on faculty members’ teaching, research, and service activities: a case study

2016

View full text Add to dashboard Cite

A Service Delivery Model for Physical Activity in Students with Visual Impairments: Camp Abilities

Cited by 9 publications

References 9 publications

The Expanded Core Curriculum Areas Experienced by Campers during Camp Abilities: A Qualitative Study

The Expanded Core Curriculum Areas Experienced by Campers during Camp Abilities: A Qualitative Study

Sport summer camp for children and youth with visual impairment: Descriptive case study of Camp Abilities

The outcomes of running a sport camp for children and youth with visual impairments on faculty members’ teaching, research, and service activities: a case study

Contact Info

Product

Resources

About