Exploring Children/Adolescents With Visual Impairments’ Physical Literacy: A Preliminary Investigation of Autonomous Motivation

in Journal of Teaching in Physical Education
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Physical literacy refers to the confidence, competence, motivation, knowledge, and understanding to value and take responsibility for engagement in physical activities throughout the lifespan. Little is known regarding the physical literacy of children/adolescents with visual impairments (VIs). Purpose: The purpose of this study was to examine predictors of autonomous motivation in children/adolescents with VI (N = 41) from Latvia and the United States. A secondary aim was to explore differential effects of the country regarding all variables of interest. Methods: Within this preliminary investigation, levels of perceived motor competence, competence satisfaction, and autonomous motivation were captured in children/adolescents with VI located in Latvia and the United States. Results: Competence satisfaction and perceived motor competence significantly predicted autonomous motivation regardless of location. Significant differences regarding country occurred for competence satisfaction and autonomous motivation. Discussion/Conclusion: Implications for cultivating physical literacy for children/adolescents with VI involve strategies for physical educators focusing on fostering motivation.

Brian, Irwin, Taunton, and Pennell are with the University of South Carolina, Columbia, SC. De Meester is with Ghent University, Ghent, Belgium. Klavina is with the Latvian Academy of Sports Education, Riga, Latvia. Lieberman is with The College at Brockport, State University of New York, Brockport, NY.

Address author correspondence to Ali Brian at brianali@mailbox.sc.edu.
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