The role of ball games for visually impaired Students within Kenyan Universities

Abstract

This study examined the role of ball games in promoting inclusive education and enhancing sports participation among visually impaired students in Kenyan universities. Specifically, it assessed the accessibility of adaptive sports programmes, participation levels, and institutional factors influencing engagement. A convergent mixed-methods design was employed to collect and integrate quantitative and qualitative data. The study involved 42 purposively selected respondents drawn from public and private universities, including sports directors, coaches/trainers, and visually impaired student representatives. Data were collected using structured questionnaires containing 5-point Likert-scale items and open-ended questions. Quantitative data were analyzed using descriptive statistics and inferential tests, including the Friedman test, one-sample t-tests, and chi-square tests, while qualitative data were analyzed thematically. The findings revealed low levels of accessibility and participation in adaptive sports programmes across the sampled universities. Results indicated uniformly poor perceptions of accessibility features, infrastructure, and support systems. Participation rates were generally low, with most respondents reporting infrequent involvement in sports activities. Inferential analyses showed no significant differences in perceptions of engagement and institutional support. Qualitative findings identified inadequate funding, limited adaptive sports equipment, inaccessible facilities, and weak institutional commitment as major barriers to participation. The study concludes that persistent structural and policy related challenges continue to hinder inclusive sports participation among visually impaired students. It recommends increased investment in adaptive sports facilities, provision of specialized equipment, and stronger institutional policies to promote inclusive sports programmes in Kenyan universities.