Lived Experiences of Visually Impaired Para-atheletes: Inputs to the Design of an Inclusive School-based Sports Program

OMBAO, MARIANNE V., “Lived Experiences of Visually Impaired Para-athletes: Inputs to the Design of an Inclusive School-based Program” (Unpublished, Dissertation, University of Nueva Caceres, City of Naga, 2025) This qualitative phenomenological study investigated the lived experiences of visually impaired para-athletes in Calabanga, Camarines Sur, with the aim of informing the development of a school-based support program that fosters high motivation and inclusive participation in sports. Grounded in Experiential Learning Theory, Self-Determination Theory, and the principles of Universal Design for Learning, the study explored the personal, social, and academic dimensions that shape the athletic journeys of goalball-playing student-athletes. Data were collected through semi-structured interviews and focus group discussions and analyzed using Braun and Clarke’s six-phase thematic analysis. Ten interconnected themes emerged: (1) sports as a pathway to empowerment and identity, (2) support systems and external motivation, (3) inclusive social environment, (4) overcoming challenges and building resilience, (5) self-growth and psychological development, (6) training, discipline, and performance, (7) faith, hope, and aspirations, (8) adaptive learning and accessibility, (9) passion, enjoyment, and fulfillment, and (10) navigating multiple roles and responsibilities. Findings revealed that sports served as a transformative force that empowered athletes, enhanced self-esteem, and cultivated confidence. Family, peers, and coaches were critical motivators, providing emotional support and validation. The study identified key gaps in existing para-sports programs, including the lack of emotional literacy components tailored for student-athletes with disabilities and the underutilization of culturally rooted emotional regulation strategies such as prayer and music. It also highlighted a need for further research into the intersection of emotional regulation, disability, and rural youth well-being. In response, the VISION-GOAL program was proposed—an inclusive, sustainable, and motivation-driven framework featuring experience-based design, academic-athletic integration, year-round functional assessments, peer mentoring, teacher development, and institutional collaboration. Ultimately, the study concluded that para-athletes’ motivation is shaped by intrinsic passion, external affirmation, and inclusive environments, underscoring the need for educational and policy systems that empower disability as a form of uniqueness and potential.