British Journal of Visual Impairment

Acknowledging and understanding parental perceptions and experiences surrounding physical activity (PA) is crucial to promoting participation in PA for children with visual impairments (VI) given that parents strongly influence their children’s participation in physical activities. The purpose of this study was to understand parents’ perceptions regarding PA experiences for their family and children with VI. Participants in this study were parents of children with VI (N = 10) who took part in one-on-one semi-structured phone interviews that were transcribed and then analyzed through a thematic line-by-line analysis. Two themes emerged from the analysis of the data: (1) Health, Social, and Psychological Benefits and (2) Multifaceted Barriers. The parents in this study valued PA and had high PA expectations for their children; however, they struggled to overcome multiple barriers - most notably their limited ability to motivate their children to be physically active.

The purpose of this study was to explore the physical activity experiences of youth with visual impairments living in Alaska. This study utilized a descriptive-qualitative methodology using an exploratory case study design. A convenience sample of four (one female, three males; aged 12–18 years) Alaskan youths with visual impairments participated in this study. Data included semi-structured interviews, reflective interview notes, and observational notes. Data were transcribed verbatim, and thematic development was undertaken inductively using a three-step analytic process. Based on the analysis, two interrelated themes emerged from the data: (a) “I don’t really participate in sports other than at camp”: preferences for unstructured activities and (b) “my sister’s willing to do anything”: familial impact on physical activity. Results of this study can help inform future efforts to promote physical activity engagement among youth with visual impairments, particularly those living in geographic areas similar to Alaska.

The Test of Perceived Motor Competence for children with visual impairments (TPMC-VI) is currently content validated. Further validation and reliability were needed to report the psychometric properties of the TPMC-VI; therefore, the purpose of this study was to examine the construct validity and the internal consistency for the TPMC-VI. Children aged 3–8 years with visual impairments completed the TPMC-VI with assistance from their parents or members of the research team. Results indicated that the TPMC-VI is a valid and reliable (α = .68) assessment. Researchers and practitioners can confidently use the TPMC-VI to evaluate children’s perceived motor competence.

The study compares levels of physical activity, body composition values, and emotional well-being of school-age children and youths with visual impairments (n = 115) in specialized schools with those of sighted children (n = 118) in mainstream schools. The methodology included pedometers, bioelectrical impedance analysis, and the WHO-Five Well-being Index. In all relevant parameters, students with visual impairments achieved results comparable to those of sighted students, and the degree of visual impairment did not correlate significantly with the parameters. The results confirm the positive effects and the importance of physical activity for students with visual impairments. High levels of physical activity are possible which provide health-related benefits for children and youths with visual impairments.

This study examined physical activity (PA) patterns in adults with visual impairments (VI) using the International Physical Activity Questionnaire–Short Form, assessing moderate physical activity (MPA), vigorous physical activity (VPA), and moderate-to-vigorous physical activity (MVPA). A total of 115 individuals (age: 36.1 ± 13.9 years, body mass index [BMI]: 28 ± 6.9 kg/m²) with VI completed the study. One-way analyses of variance (ANOVAs) were performed on VI (B1, B2, B3, and B4), collapsed VI (blind [B1] vs VI [B2–B4]), gender, and BMI across PA. A 2 × 4 factor ANOVA examined the impact of gender and BMI on PA. B2 walked more than B1 (p = .021) and walk time was less in B1 (p = .021) than VI. Males accumulated more MPA (p = .002) and MVPA (p = .008), and a greater percentage of males acquired recommended PA (p = .008). Overweight participants acquired more VPA than normal-weight participants (p = .020). A main effect for gender (p = .000) and interaction between gender and BMI (p = .049) were identified with MPA. Differences in PA based on VI may be a result of barriers specific to B1, suggesting the need for education in this population.

The purpose of this study was to identify the physical activity (PA) levels of children and young people with visual impairments (VI) as they participated in closed and open skilled sports as part of a specially designed 1-week sports camp. Participants (N = 18; girls = 6; boys = 12; M_age = 13 years, 4 months) aged 9–19 years possessed various levels of VI. Data were collected using Actigraph GM1 accelerometers and analysed using a one-way analysis of variance (ANOVA). Findings suggest there was a significant effect of activity type on both intensity F(1.7,28.94) = 9.86, p = .001, η p 2 = . 37 and time spent in moderate-to-vigorous physical activity (MVPA) F(4,68) = 6.03, p < .001, η p 2 = . 26 . The findings of this study support the continued implementation of both closed and open skill-oriented disability sports as a means to reaching recommended MVPA levels for children and young people with VI.

The purpose of this study was to describe the operational characteristics of Camp Abilities, an educational sports summer camp for children and youth with visual impairment. In this descriptive multiple case study, the data collected comprises interviews with seven adapted physical education faculty members, questionnaire, and document analysis. Camps were often run at university campuses, where undergraduate and graduate physical education students perform the role of instructing campers and eventually helping in the camp organizing process. These camps include a minimum of 30 to more than 120 participants (i.e. directors, campers, coaches, and specialist) each session, lasting from 4 to 7 days. In this scenario, although each camp has particular features, camps’ purposes, participants, activities, and schedules are very similar, showing that this is a feasible and reproducible approach, which can provide enriching opportunities for diverse groups.

Children with visual impairments (VI) and their families experience multiple barriers when trying to access physical activity opportunities. These barriers reduce family participation in sports and physical activities and lessen access to the well-known benefits. Basic mobility skills and orientation skills can be a challenge with low vision or no vision, and the professional field of Orientation and Mobility (O&M) can be useful in addressing barriers to physical activity. The purpose of this article is to describe two O&M workshops that were provided within the context of a larger physical activity program for parents of children with VI delivered for participants’ practical ideas and direct experience. This article will discuss detailed program and workshop components, rationales, design, and effective modifications for developing a similar program for children with VI and their families. Previous studies have indicated parent need for this type of hands-on experience and comments from participating parents and their children identifies the effectiveness of this approach.