Exploring the Experiences of Runners with Visual Impairments and Sighted Guides

Abstract

Running is a popular sport, and, with simple modifications, it can be accessible for individuals with visual impairments, particularly with a sighted running guide. The purpose of this study is to examine the experiences of runners with visual impairments and sighted running guides. Adopting a descriptive qualitative approach to guide data collection analysis and interpretation, seven runners with visual impairments and four sighted running guides were recruited and interviewed. The analysis identified four major themes: (1) benefits, (2) barriers, (3) advocacy, and (4) communication. The identified themes illustrate the influence of participation in running on the health and relationships of the runners with visual impairments, the barriers that exist to participation, and the advocacy and communication needed to overcome those barriers.

“Moving Freely in Space with Power and Not Be Afraid”: An Interpretative Phenomenological Analysis of the Experiences of Elite Rowers with Visual Impairment

“…Though not the case of any of the participants, an early stigma-based barrier to participation or prejudiced comment could have ended their rowing career before it began, such as when Participant H did not row her single in a regatta because of the organizer’s attitudes. This aligns with the issue of Dignity of Risk by taking away the opportunity to participate just because others think they may get hurt or not be good enough [ 17 , 20 , 22 ]. The notion that a person with a disability, in this case a VI, cannot have the same choice to participate and get hurt is one that advocates are trying to minimize in order to ensure every individual has equitable opportunities to engage in the same activities.…”

“…As such, the seating and position decisions Participants C’s, F’s, and G’s coaches made played a role in their athletes’ accessibility and potential to progress (competence) [ 8 , 9 , 14 , 21 ]. The described coach-guided verbal instruction and tactile modeling on the rowing machine and water also allowed the rowers to feel competent as the feedback was accessible to them [ 10 , 20 , 21 ]. This accessible verbal and tactile feedback were facilitative to their experiences and improvement in the sport, whereas inaccessible visual feedback only led to frustration and confusion [ 10 , 11 ].…”

“…Each participant’s highlight of how their experiences provided psychological and social benefits illustrates an exerted control over their lives, careers, and successes, allowing the rowers to regulate their life in line with their passion and values (autonomy) [ 11 , 14 , 20 , 21 ]. As an example, Participant H chose to reciprocate the autonomy she gained from learning to advocate for herself by paying it forward and advocating for children and athletes with VI in her career [ 14 ].…”

“…As an example, Participant H chose to reciprocate the autonomy she gained from learning to advocate for herself by paying it forward and advocating for children and athletes with VI in her career [ 14 ]. Similarly, Participant C’s consideration of training for a different sport, as well as Participant F’s overcoming of her fears to leave her house, illustrates how the resilience and autonomy they gained from their rowing experiences has lowered self-imposed barriers for them as athletes with VI [ 14 , 20 ].…”

“…The ability to self-advocate has shown to improve the chances of being included in sports and recreation [ 19 ]. Advocacy is essential for runners with VI to not only ensure they have a guide to run with, but that they and their guide are welcome to run in races with sighted runners [ 20 ]. While the addition of a guide in a sport like running can make it accessible for athletes with VI, rowing is differentiated as a sport, because no guide and minimal modifications are needed [ 21 ].…”