Increasing the self-efficacy of individuals with a disability through a theory-based curriculum applied to playing golf

Abstract

Project GAIN (Golf: Accessible and Inclusive Networks) is a theory-based curriculum developed to promote an active life-style and inclusion of individuals with disabilities by enhancing their self-efficacy through golf. Over a 5-year period (2004–2008), 814 participants with and without dis- abilities from six cities across the USA formally enrolled in Project GAIN. Mentors were used to increase lesson participation, engagement between lessons, and inclusion in golf- related activities. For this study, data from 327 individuals with disabilities and 295 mentors with and without disabilities were used for analysis purposes. Data included measures of perceived self-efficacy in golf, future plans in golf, and a weekly log of golf-related activities. Paired-samples t-tests and repeated measures ANOVA were utilized to examine the effects of Project GAIN on participants’ intention to participate and actual participation in golf-related activities. Results indicated that both study groups (individuals with disabilities and mentors) significantly increased their self-efficacy in golf as well as their intention to play golf in future. Significant increases in golf-related activity were reported in weekly logs over the 5 weeks of data collection. Bonferroni post hoc tests were employed to examine mean differences between weekly observations. Significant mean differences between weeks 1 and 3, and 1 and 5 were found. The Project GAIN curriculum successfully contributed to improving participants’ belief that they could play golf. The study findings support the effectiveness of Project GAIN in increasing golf-related activities that may lead to increased inclusion and physical activity.