Disability simulations have been used as a pedagogical tool to simulate the functional and cultural experiences of disability. Despite their widespread application, disagreement about their ethical use, value, and efficacy persists. The purpose of this study was to understand how postsecondary kinesiology students experienced participation in disability simulations. An interpretative phenomenological approach guided the study’s collection of journal entries and clarifying one-on-one interviews with four female undergraduate students enrolled in a required adapted physical activity course. The data were analyzed thematically and interpreted using the conceptual framework of situated learning. Three themes transpired: unnerving visibility, negotiating environments differently, and tomorrow I’ll be fine. The students described emotional responses to the use of wheelchairs as disability artifacts, developed awareness of environmental barriers to culturally and socially normative activities, and moderated their discomfort with the knowledge they could end the simulation at any time.
Jennifer Leo and Donna Goodwin
Phil Esposito, Dallas J. Jackson, Kevin M. Casebolt, and ZáNean McClain
Nancy Getchell, Ling-Yin Liang, Daphne Golden, and Samuel W. Logan
The primary purpose of this study was to examine the effect of auditory pacing on period stability and temporal consistency of a dual motor task in children with and without dyslexia and with varying amounts of motor deficiency. Fifty-four children were divided into groups based on dyslexia diagnosis and score on the Movement Assessment Battery for Children-Second Edition (Movement ABC-2). Participants performed a dual motor task (clapping while walking) at a self-determined pace in a pretest block, practiced 4 blocks of 4 trials with a metronome pacing signal, and finished with a posttest block without auditory pacing. Measures of period stability (interclap/interheel strike intervals across trial blocks) and temporal consistency (coefficient of variation of period with trials) were taken. The results suggest that auditory pacing may improve period stability across groups, but does not appear to impact temporal consistency. Weak support existed for a general impairment of motor function in children diagnosed with dyslexia.
ZáNean D. McClain
Meghann Lloyd, Travis J. Saunders, Emily Bremer, and Mark S. Tremblay
The purpose of this study was to investigate the potential long-term association of motor skill proficiency at 6 years of age and self-reported physical activity (PA) at age 26. Direct motor performance data were collected in 1991 with a follow-up study occurring in 1996, and then indirect questionnaires (self-report) administered in 2001 and 2011. In 2011, 17 participants who were identified as either having high motor proficiency (HMP) or low motor proficiency (LMP) in 1991 completed a series of 4 questionnaires. Analyses were conducted to determine whether there were differences between groups for motor skill proficiency, PA, or sedentary behavior, and whether these outcomes were related across ages. Motor skill proficiency at age 6 was related to self-reported proficiency at age 16 (r = .77, p = .006), and self-reported proficiency between 16 and 26 years (r = .85, p = .001). Motor skill proficiency at age 6 was positively associated with leisure time PA at age 26 in females and participants in the HMP group. The results may provide preliminary evidence about the importance of how early motor skill proficiency relates to long-term PA. More research with larger sample sizes is needed to investigate the importance of motor skills over time.