I wrote a piece about running with a visually impaired student a couple of years ago. It was an incredible experience, something I’d never even thought about being a part of. The kid was a long-distance runner, so we would run through the woods while holding a court with a little wiffle ball in the center that kept us bound. A couple of years later, I’m reliving this opportunity in a slightly different manner. I’m now assisting a fully blind student in three track-and-field events: the 100-meter sprint, the long jump, and the shot put. This has proven to be an enjoyable experience I’m grateful to have been a part of. Here’s how we get it done.
Shot Put
In the shot put, there is a specific method to help a visually impaired athlete.
The first step is to line up the students’ feet with a toeboard. The toeboard is the horseshoe-circle thing at the top of the dirt pit. The pit is the circle where athletes gather their feet before they throw the shot put. My main focal point is lining up the student’s foot directly in the center of the toeboard. If it’s off, the throw might not go straight.
The second step in assisting with shotput is walking out to the center of the field. This is necessary for two reasons. First, safety. If I’m too close to the athlete when he launches the shot put, I could be knocked out. I’m not built for that.
Second, and most importantly, I provide an auditory aid for the student. When I get to the middle of the field, I clap, which helps the athlete know where to throw the heavy sphere. I usually use a two-clap cadence in rhythms of three to provide consistency, but most cadences should work.
In the first meet, the athlete I work with had one subpar throw, one decent throw, and one good throw. In his next competition, he landed all three of his throws on point.
100-Meter Sprint
The next event my student participates in is the 100-meter sprint. I don’t run this event with him; another student on the track team fills this void. The track athlete is also faster than me.
This event is pretty simple. The two students use a cord to keep them bound together, just as I did with the long-distance runner.
The key to this race is administrative support. The people who are assigning the lanes need to make sure that two lanes next to each other are open. This provides a lane for the visually impaired student and the student-athlete helper.
The runners must stay in their assigned lanes to avoid a potential collision. An inherent risk is involved when running full speed with a blind human.
In the first meet, the tether broke, creating an awkward situation for both student-athletes. The aid ensured the safety of the visually impaired runner, but they did not finish with a solid time.
In their second attempt, they did much better.
Long Jump
The last event he participates in is the long jump. This is the most labor-intensive for me, as I have to run alongside him before he takes off for the pit.
We use a tether to bind us together as we gain speed heading toward the launch point. The key to this event is timing. We mark the spot where he initially takes off from, as do all the athletes, and then I line his feet up. The key is making sure the athlete’s feet are lined up straight on the runway. I also need to stomp my foot on the ground so the jumper can find his mark.
Once we’re lined up, I tell him when we get the ready-to-go thumbs up, and he starts his count. 3-2-1 go, and we’re off.
As we fly down the runway, we gain speed before bursting into a sprint.
I release the cord a few yards before the jump, and the student takes a couple of final steps before making his leap. I’m still amazed at how he times it.
In his first meet, three out of his four jumps proved solid; they may have given him an extra attempt.
Next time, it only took him three jumps.
Be the first to comment