Thanks to the blind and visually impaired, we become better communicative trainers
Introduction of HoGent students to "dance for blind and visually impaired people".
December 18, 2023 & February 19, 2024, on the G-sport day.
HoGent organized a G-sport day on December 18.
I was asked to provide more insight into "how to teach people with a visual impairment."
Within our goal #danceisblind (including from the King Baudouin Foundation), these introductory lessons for future instructors are a perfect fit. After all, how else can the implementation for athletes with disabilities in regular lessons happen than by informing future instructors? Inclusive education is part of healthcare and equal educational opportunities policy.
Didactic actions by future instructors.
The learning environment:
Location: the sports hall, dance hall…
Preparing practical materials: the barre, balance beam, tape with cord, moving obstacles, placing chairs… see article tips for instructors and trainers (publication June 30, 2023)
Introduction: the blind or visually impaired person comes to the dance (sports) school.
Goal: aligning the life world, motivation, initial situation, and needs of the target group.
The importance of communication skills is underestimated: The students had no concept of "how to address someone with a visual impairment." The absence of sight causes confusion. Just like I experienced some years ago, it is automatically assumed that the message is conveyed by nodding, eye contact, or directing toward the person.
Milestone: Communication skills arise in sports thanks to people with a visual impairment. The blind or visually impaired person is in itself a valuable tool for teaching the "teaching profession." He or she makes the future trainer better at their job.
The added value is untapped.
1. Thanks to the target group, trainers and coaches become better communicators.
2. Thanks to the target group, they learn to use other elements besides just "demonstrating."
A first contact, explanation, and information is the first step towards understanding. HoGent provides valuable input by organizing such G-sport days.
Our vision: students gain value development for the blind and visually impaired.
Lesson: initiation to salsa (but it can be any dance) in a group setting with a rotation system. Blindfolded students dance with sighted students.
The mirror remains available for sighted dancers.
Positioning exercise with hands on the shoulder to maintain "orientation." (It could also be a barre or vertical line, or as previously described, a blind guide stick.)
Rotation system: ensures interaction, togetherness, and the pressure to achieve results.
Partner dancing: positive elements, see rotation system.
Findings: Blindfolded athletes quickly lose concentration. Only auditory stimuli require, as mentioned multiple times, a lot of concentration. In general, we say that blind and visually impaired people listen much better than sighted people. A sighted person with a blindfold struggles to listen more attentively. The same applies to people in the transitional phase from seeing to becoming blind. This target group tries to hold on to visual stimuli as long as possible. I think it's a very tough process.
To maintain concentration, I suggest adding occasional fun breaks and using the tactile aspect to create a more relaxed and interactive atmosphere in the training. This will help keep the concentration intact, especially during crucial moments. However, it is up to the future trainer or instructor to define the learning area based on the above tools.
Basic salsa steps first without music, then with music.
To wrap up, I also tested the balance of the students for about 10 minutes with open or closed eyes, using the balance beam. The findings were the same as for the target group previously tested on December 3, 2023.
Image Decription
Photo 1: The students stand in pairs on a line in the gym. One has their eyes closed, the other does not. Both leaders and followers sometimes have their eyes open, sometimes closed.
Photo 2: A blind student has their hand on the shoulder of the sighted student, forming a horizontal line.
Photo 3: Group photo with the students. Michèle is giving a thumbs up.
