European Journal of Special Education Research
ISSN: 2501 - 2428
ISSN-L: 2501 - 2428
Available on-line at: www.oapub.org/edu
Volume 2 │ Issue 5 │ 2017
doi: 10.5281/zenodo.848227
SPORT PARTICIPATION AND FACILITIES AS PREDICTORS OF
MARKETABLE SKILLS IN SPORT FOR PERSONS WITH DISABILITY
IN NIGERIAN UNIVERSITIES
Dada, Oluseyi Akintunde1
Ukpata, Christiana Ofie2
Department of Special Education,
1
University of Calabar, Nigeria
Department of Human Kinetics &
2
Health Education, University of Calabar, Nigeria
Abstract:
It is alarming to suspect that no University has provision for people with disability in
terms of accessible sport facilities and motivation for participation as perceived by
Nigerian University students with disabilities. This was conceptualized as a great
discrimination, exclusion and wastage of potentials especially for economic skill in
sport. To provide empirical prove of the interest and potential of students with
disabilities in marketable skills in sport, a survey of 60 purposively selected students
with disability were carried out in three Universities to investigate how participation
and access to facilities predict their marketable skills in sport. Data was collected using
Sport Marketable Skills Scale (SMSS- reliability = .071) as well as Facilities and
Participation Questionnaire (FPQ- reliability = .80). Data collected was analyzed using
multiple regression statistic and findings show that participation and facilities are
significant predictors (F(2, 57) = 186.34 and p < .05) and accounted for 48% of marketable
skills in sport among the students. It was recommended that sport for persons with
disability be established in the Universities consequently, sport facilities be expanded to
ensure access and participation of persons with disabilities so as to give them optimum
development of marketable and social skills advocated in the global inclusion of all.
Keywords: participation in sport, access to sport facilities, marketable skills in sport,
persons with disabilities
Copyright © The Author(s). All Rights Reserved.
© 2015 2017 Open Access Publishing Group
135
Dada, Oluseyi Akintunde, Ukpata, Christiana Ofie
SPORT PARTICIPATION AND FACILITIES AS PREDICTORS OF MARKETABLE SKILLS IN SPORTS FOR
PERSONS WITH DISABILITY IN NIGERIAN UNIVERSITIES
1. Introduction
Sport for persons with disabilities is not a new concept, but its full potential as a
powerful, low-cost means to foster greater inclusion and well-being for persons with
disabilities is only beginning to be realized. Sport, gymnastics specifically, was first
used in Sweden in the late 1800s as a means of therapy for persons with disabilities.
Since then, sport for persons with disabilities has blossomed to include more than 17
international games, including three Olympic-level competitive games targeting
athletes with disabilities
the Deaflympics (for those with hearing impairments), the
Paralympics (for those with all other forms of physical disabilities such as limb loss and
blindness), and the Special Olympics (for those with intellectual disabilities).
Adaptive sports also known as disability sports or Para sports are sports played
by persons with disabilities, including physical and intellectual disabilities. While
sports have value in everyone’s life, it is even more important in the life of a person
with disability. This is because of the rehabilitative influence sports can have not only
on the physical body but also in the integration of people with disability into the
mainstream of the society. Studies show that adaptive sports provide numerous
benefits including: less stress, more independence, higher achievement in education
and employment, reduced dependency on pain and depression medication, fewer
secondary medical conditions (Hidde & Pleog, 2004). UNESCO (2008) noted that in
educational setting, disability comes into play whenever a child’s education programme
is officially altered from what would normally be provided to students through an
individual education plan.
Disability has been defined as any physical or mental condition that limits a
person’s movement, senses or activities. The term disability is conventionally used to
refer to attributes that are severe enough to interfere with or prevent normal day to day
activities. The United Nations Convention on the rights of persons with disabilities
states: person with disabilities include those who have long term physical, mental,
intellectual or sensory impairments which in interaction with various barriers may
hinder their full and effective participation in society on an equal basis with others
(United Nations, 20008). Disabilities can affect people from birth or be acquired later in
life through injury or illness. It can be permanent, temporary or episodic. The World
”ank
4 estimates that approximately 6
million people or
% of the world’s
population have a disability and that 80% of these people live in developing countries.
Shukshin (2005) observed that disability is both a cause and a consequence of
poverty. This relationship is particularly acute in developing countries. Studies have
shown that 98% of children with disabilities living in developing countries do not
European Journal of Special Education Research - Volume 2 │ Issue 5 │ 2017
136
Dada, Oluseyi Akintunde, Ukpata, Christiana Ofie
SPORT PARTICIPATION AND FACILITIES AS PREDICTORS OF MARKETABLE SKILLS IN SPORTS FOR
PERSONS WITH DISABILITY IN NIGERIAN UNIVERSITIES
receive appropriate education. This number is however higher for girls with disabilities.
As a result, a disproportionate number of persons with disabilities in developing
countries live in extreme poverty. At the same time, people living in poverty are more
likely to experience disability as a result of inadequate nutrition, health care, unsafe
living and work environments. The correlation between poverty and disability has
direct implications for the capacity of developing countries to marketable economic
skills. Poverty cannot be addressed without confronting disability and economic
exclusion of persons with disabilities. “s long as
% of any country’s population is
unemployed, the country will have difficulty meeting its economic needs.
Persons with disabilities are often faced by societal barriers and, disabilities still
evokes negative attitudes and discrimination in many societies. Sports for persons with
disabilities is not a new concept, but its full potential as a powerful low-cost means to
foster greater inclusion and wellbeing for persons with disabilities is only beginning to
be realized (Sherril, 2004). United States statistics on disability sports stated that sports
participation among disabled people is significantly lower across all age groups
compared to non-disabled (Disabled World, 2004). Barriers to participation in physical
activity include high costs, poor access to facilities and unsafe environments. Other
more complex barriers relating to identity and shifting social networks also have a great
influence. Participation can also be interpreted to include persons with disabilities
participating as score keepers, and not active participants. When efforts are not made to
ensure participation is inclusive, sports remain simply another area where
discriminatory attitudes and practices towards persons with disabilities are
perpetuated. Even when the decision is made to make sport more accessible and
inclusive, without basic steps to foster understanding, knowledge and communication
about how to adapt sports appropriately, intolerance can be exacerbated and
divisiveness can ensue. With appropriate communication, knowledge and skill, sports
can be a powerful tool for transforming community attitudes and empowering
individuals through the acquisition of new physical and social skills, self-confidence
and positive relationships (Sport England, 2003). Physical activity is associated with
many health and social benefits. It is applicable to those individuals with disability.
Hidde & Pleog (2004) noted that physical activity do not only reduce the risk for
secondary health problems but also improve all levels of functioning.
University is an academic environment where many youths acquire skills that
will enhance their marketability. Adebayo (2011), opined that university education is
important in the development of manpower in any nation. It is the level of education a
citizen proceeds to after secondary education with the broad aim to become a
professional. It provides acquisition of both physical and intellectual skills which will
European Journal of Special Education Research - Volume 2 │ Issue 5 │ 2017
137
Dada, Oluseyi Akintunde, Ukpata, Christiana Ofie
SPORT PARTICIPATION AND FACILITIES AS PREDICTORS OF MARKETABLE SKILLS IN SPORTS FOR
PERSONS WITH DISABILITY IN NIGERIAN UNIVERSITIES
enable individual to be self-reliant and useful members of the society. Also, universities
develop and inculcate proper values for the survival of the individual and society. Sport
participation is such element that develops youths in the university environment. Every
sport has unique characteristics that appeal to one’s interest, abilities and expectations.
There is also a complex mixture of social and economic factors influencing patterns of
behavior and sport participation choices. The decision to participate in one sport or
activity over another or to participate at all is usually the result of many interacting
factors. Participation is the process whereby two or more persons influence each other
in the decision.
Business dictionary defined skill as an ability or capacity acquired through
deliberate, systematic and sustained effort to smoothly and adaptively carryout
complex activities or job functions involving ideas, things and or people. Thus, for a
skill to be marketable, it imply staying up to date on market trends which helps
individuals determine how to position themselves a valuable resource for years to
come. Understanding marketable skill is important because in today’s fast moving
world, the demand for various skills rapidly shifts over time. It promotes more
educated and career choices (Career Professionals of Canada).
Similarly, Dooley (2015) identified a sport facility or otherwise sport venue as a
building, structure, or a place in which sporting competition or activity is held. A
facility depicts a type of sporting event that should be carried out. Types of facilities are
Arena, Gym, Baseball park, Stadium, Billiard hall, Autodrome, Swimming pool,
Velodrome. Although, various sports require varied equipment that enhances
performance, sport wheelchairs and other equipment applicable to specific sports are to
support sports participation by disabled persons. Consequently, sports such as
swimming, cycling, soccer, handball, weightlifting and gymnastics are noted as
beneficial to persons with disability (Health Encyclopedia, 2016). The growth of sport
for persons with disabilities is reflected in the academic periodicals and journals that
focus on adaptive physical education and recreation, and the many news-letters
published by disability sports organizations (Special Olympics, 2007).
According to Fuluchi (2007), sports works to improve the inclusion and
wellbeing of persons with disabilities in two ways by changing what communities think
and feel about persons with disabilities to reduce stigma and discrimination associated
with disability. Secondly, by changing what persons with disabilities think and feel
about themselves so as to empower them and help them recognize their potential.
Sports not only improve economic development of those with disabilities and make
them marketable but help reduce the isolation of persons with disabilities and integrate
them more fully into community life. Sports changes community perceptions of person
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138
Dada, Oluseyi Akintunde, Ukpata, Christiana Ofie
SPORT PARTICIPATION AND FACILITIES AS PREDICTORS OF MARKETABLE SKILLS IN SPORTS FOR
PERSONS WITH DISABILITY IN NIGERIAN UNIVERSITIES
with disabilities by focusing attention on their abilities and moving their disability into
the background. Through sports, persons with disabilities encounter persons with
disabilities in a positive context and see them accomplish things they had previously
thought impossible. This greatly reduces the tendency to see the disability instead of the
person.
The gradual acquisition of skills and accomplishments, builds self-confidence
needed to take on other life challenges such as pursuing education or employment.
Through sports, persons with disabilities learn vital social interaction skills, develop
independence and become empowered to lead and make change happen. In the words
of a disabled participant: …it was amazing when I came to know the thinking sport (of blind
soccer)” since I couldn’t imagine that I could play soccer exactly the same as my sighted
friends…. By playing blind soccer, I experience a series of challenges, recreation for my daily life,
and wonderful comrades. In mastering new technique and challenges each game through team
work, I felt a sense of mastery, which makes me confident and proud, I believe sports encourage
the spirit of challenge and self-reliance, both of which are essential for our lives
Special
Olypics, 2007).
In Nigeria, Yakmut (2016) advocated for the use of sports as means of promoting
social inclusion and empowering people with disability. According to Yakmut, sport is
the most organized activity that youth engage in either as recreational sport or
competitive sport. Sport offers an opportunity for physical and psychological safety,
skills and character building. Finally, to ensure economic diversification for self-reliance
in Nigeria, persons with disability should be encourage into diverse sports of choice.
This will enhance their acquisition of marketable skills in sports and further reduce
their dependence and alleviate poverty.
2. Statement of the problem
Sporting activities over the years have paved ways for marketable skills in sport such as
sales of sporting equipment, employment as sport official and players. However, it has
been observed that while the non-disabled persons in the University engage in diverse
sporting events including NUGA, their disabled counterparts seem not to harness such
activities. This is assume to be due to poor participation resulting from many factors
including reinforcement to participate and or lack of sporting facilities which should
have positively motivated their participation. Consequently, poor participation by
persons with disability is thought to be hindrance to their marketable skills in sport.
Thus, the study conceptualized a gap in the marketable skills in sport among persons
with disabilities (PWDs) and therefore sought to provide answer to a researchable
European Journal of Special Education Research - Volume 2 │ Issue 5 │ 2017
139
Dada, Oluseyi Akintunde, Ukpata, Christiana Ofie
SPORT PARTICIPATION AND FACILITIES AS PREDICTORS OF MARKETABLE SKILLS IN SPORTS FOR
PERSONS WITH DISABILITY IN NIGERIAN UNIVERSITIES
problem in the question; to what extent does participation and facilities influence
Marketable Skills in sport in terms of being a player, a seller of sport wares and perhaps
a sport official?
3. Purpose of the study
The general purpose of this study is to examine if sport participation and facilities
influence Marketable Skills in sports in terms of being a player, a seller of sport wares
and sport official among persons with disabilities in Nigerian Universities.
Specifically, the study seeks to;
1. Determine the relative influence of participation and access to sport facilities on
marketable skills in sport among persons with disability in Nigerian Universities.
2. Examine the joint effect of participation and facilities on marketable skills
among persons with disability in Nigerian Universities
3. Establish if any difference exist in the relative contribution of participation in
sport and access to facilities in marketable skills of persons with disability in
Nigerian Universities
3.1 Hypotheses:
1. There is no significant influence of sport participation and access to facilities in
the prediction of marketable skills in sport among students with disabilities in
Nigerian Universities.
2. The joint effect of participation and facilities do not significantly predict
marketable skills in sport among students with disabilities in Nigerian
Universities.
3. There is no significant difference in the relative prediction of sport participation
and access to sport facilities to marketable skills in sport among students with
disabilities in Nigerian Universities.
4. Methodology
The design of the study is a correlation survey of the predictive type. A purposive
sample of sixty (60) students which constitute approximately 40% of the target
population were selected from three purposively selected Universities (University of
Calabar, University of Ibadan, and University of Jos) with the Department of Special
Education consequently have students with disabilities. Data was collected using Sport
Marketable Skills Scale (SMSS- reliability = .071) and Facilities and Participation
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Dada, Oluseyi Akintunde, Ukpata, Christiana Ofie
SPORT PARTICIPATION AND FACILITIES AS PREDICTORS OF MARKETABLE SKILLS IN SPORTS FOR
PERSONS WITH DISABILITY IN NIGERIAN UNIVERSITIES
Questionnaire (FPQ- reliability = .80). The instruments were validated by expert and the
reliabilities were obtained from Cronbach estimate of reliability after a trial testing. Data
was collected in a group focus method during the meeting that was previously schedule
with the students’ association. Consented respondents were made to give independent
response to the instrument in each of the Universities. Data collected was analyzed
using multiple regression analysis.
5. Results
The result of the data analysis is presented in tables 1, 2 and 3 with respect to the
hypotheses.
Hypothesis 1: There is no significant influence of sport participation and access
to facilities in the prediction of marketable skills in sport among persons with
disabilities in Nigerian Universities.
Table 1 shows the result of the data analysis with respect to hypothesis 1. Table 1
present the correlation matrix of the marketable skills with sport participation and
access to sport facilities. The result show that there is significant strong positive
correlation between marketable skills in sport with both participation in sport (r = .61, p
< .05) and access to sport facilities (r = .68, p < .05). Therefore, the null hypothesis is
rejected.
Table 1: Correlation Matrix of the Marketable Skills, Sport Participation and Facilities (N = 60)
Marketable
Sport
Sport
Skills
participation
facilities
1.000
*.61
*.68
Sport participation
*.61
1.000
*.52
Sport facilities
*.68
*.52
1.000
Marketable skills
Where * mean the correlation is significant at .05 level of significant
There is also a fair correlation that is not so strong between participation in sport and
access to sport facilities. The findings drawn from these results revealed that marketable
skills in sport are strongly related to both participation and access to facilities in sport
among Nigerian University students with disability. And by being positive correlations,
it implies that the more the students participate and given access the more they develop
marketable skills in sport.
European Journal of Special Education Research - Volume 2 │ Issue 5 │ 2017
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Dada, Oluseyi Akintunde, Ukpata, Christiana Ofie
SPORT PARTICIPATION AND FACILITIES AS PREDICTORS OF MARKETABLE SKILLS IN SPORTS FOR
PERSONS WITH DISABILITY IN NIGERIAN UNIVERSITIES
Hypothesis 2: The joint effect of participation and facilities do not significantly
predict marketable skills in sport among persons with disabilities in Nigerian
Universities.
Table 2 shows the result of the joint effect of sport participation and access to
sport facilities on marketable skills in sport among Nigeria University students with
disabilities. The findings revealed that the joint influence is significant at F (2, 57) = 186.34
and p < .05. Therefore, the null hypothesis is rejected. Again, the adjusted R2 = .48
implies that the joint effect of the participation and access to sport facilities accounted
for 48% of the prediction in marketable skills in sport of students with disability in
Nigerian Universities.
Table 2: Model summary and ANOVA from the regression analysis of
sport participation and facilities on marketable skills in sport among persons with
disabilities in Nigerian Universities
Model
R
R Square
Adjusted R Square
1
.68
.47
.48
Sum of
Df
Squares
Mean
F
Sig.
186.34
.000
square
Regression
6806.73
2
3403.37
Residual
7725.76
57
18.26
Total
14532.48
a.
Predictors: ( Constant), Participation , Facilities
b.
Dependent Variables: Marketable Skills in Sport
Hypothesis 3: There is no significant difference in the relative prediction of sport
participation and access to sport facilities in marketable skills in sport among students
with disabilities in Nigerian Universities.
Table 3: Beta Coefficients of the Prediction of Sport participation and Facilities on
Marketable Skills in Sport among Persons with Disabilities in Nigerian Universities
Unstandardized Coefficient
B
Std Error
50.97
1.27
Sport Participation
.63
.06
Access to Sport Facilities
.18
.02
(Constant)
Standardized Coefficient
t
Sig.
40.03
.00
.43
10.22
.00
.36
.87
.00
Beta
If the relative contribution of participation in sport and access to sport facilities is
compared, it is revealed in table 3 that participation in sport contributes more
(standardized B = .43) significantly than access to spot facilities (standardized B = .36).
The t = 40.03 is also significant at p < .05. Therefore, the null hypothesis is rejected. This
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Dada, Oluseyi Akintunde, Ukpata, Christiana Ofie
SPORT PARTICIPATION AND FACILITIES AS PREDICTORS OF MARKETABLE SKILLS IN SPORTS FOR
PERSONS WITH DISABILITY IN NIGERIAN UNIVERSITIES
implies that there is significant relative difference in the prediction of sport
participation and access to sport facilities
6. Discussion
The findings of the study revealed that participation in sport and access to sport
facilities are significant predictors of marketable skills in sport among person with
disabilities. It was also revealed that these two variables accounted for 48% person of
the prediction of marketable skills among the subjects. Again, that participation has
more influence when compare to access to facilities but both of them contribute
significantly. The implication of these findings cannot be overemphasized as they draw
attention to the fact that marketable skills in sport can be harnessed by people with
disabilities if they are provided opportunity to have access and participate in sport.
Among the skills that people with disabilities considered marketable for them are
athletic, trading of sport wares and working as sport official in any of the sport that
involves people with disabilities.
When efforts are not made to ensure that sport participation is inclusive, sport
remains simply another area where discriminatory attitudes and practices toward
persons with disabilities are perpetuated. Even when the decision is made to make
sport more accessible and inclusive, without basic steps to foster understanding,
participation and facilities for adapting sports appropriately, intolerance can be
exacerbated and divisiveness can ensue. Appropriate communication, knowledge and
skill, are powerful tools for transforming community attitudes and empowering
individuals with disabilities through the acquisition of new physical and social skills,
self-confidence and positive relationships are needed for their economic life. This is in
line with the discussion of National Disability Authority (2014) that only coordinated
and concerted efforts will be successful in addressing this complex range of barriers.
From their research five main factors emerged including, stronger leadership, improved
and expanded inclusive community facilities, provision of adequate Physical Exercise
and physical activity experiences, adequate and accessible information services and
comprehensive training and coaching programmes as essential if quality experiences in
physical exercise/sport are to be had by people with disabilities.
7. Conclusion
Sport participation among students with disabilities in Nigeria has great potentials
including to improve their inclusion, well-being, improve positive self-esteem,
European Journal of Special Education Research - Volume 2 │ Issue 5 │ 2017
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Dada, Oluseyi Akintunde, Ukpata, Christiana Ofie
SPORT PARTICIPATION AND FACILITIES AS PREDICTORS OF MARKETABLE SKILLS IN SPORTS FOR
PERSONS WITH DISABILITY IN NIGERIAN UNIVERSITIES
empower and ensures potential realization, positive community perception of
disability, reduce stigma and discrimination associated with disability, reduce the
isolation and integrate them more fully into community life. It is rather unfortunate that
Nigerian university does not have adequate provision for students with disabilities in
sport like their counterpart without disability. Meanwhile, this study have revealed that
people with disability have great believe that sport is a good avenue of marketable
skills and that their participation and access to facilities in sport is strong indication of
their involvement in marketable skills in sports.
8. Recommendations
The following recommendations are critical from the findings and discussion in this
study as a matter of urgency in order to better the lots and life of people with
disabilities in Nigeria.
1. Government should institute a disability sport in Universities and other
institutions of higher learning managed by specialists in the area of disability
and sport.
2. Universities should improve and expand inclusive sport facilities including
playgrounds that are physically and socially accessible as well as materials and
equipment for the participation of sports by persons with disabilities.
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PERSONS WITH DISABILITY IN NIGERIAN UNIVERSITIES
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Dada, Oluseyi Akintunde, Ukpata, Christiana Ofie
SPORT PARTICIPATION AND FACILITIES AS PREDICTORS OF MARKETABLE SKILLS IN SPORTS FOR
PERSONS WITH DISABILITY IN NIGERIAN UNIVERSITIES
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