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A Teacher’s Guide to Including Students with Disabilities in General Physical Education (2nd Edition)

Lauren J. Lieberman

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Connecting Through Summer Camp: Youth With Visual Impairments Find a Sense of Community

Donna L. Goodwin, Lauren J. Lieberman, Keith Johnston, and Jennifer Leo

The social meaning of a one-week residential summer sports camp to young people with visual impairments is described. The experiences of 13 youths (7 females and 6 males) with visual impairments (3 B1, 1 B2, and 9 B3) between 9 and 15 years of age were gathered using the phenomenological methods of focus groups, conversational interviews, and field notes. The thematic analysis revealed three themes: connected, reaching out, and resisting and acquiescing. Experiences of group membership and shared emotional connection to others with visual impairments surfaced in a supportive sport context although resistance to others’ assumptions of ability was evident. The theory of psychological sense of community (McMillan & Chivas, 1986) provided the conceptual framework for interpreting the findings.

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Perceived Barriers to Including Students with Visual Impairments in General Physical Education

Lauren J. Lieberman, Cathy Houston-Wilson, and Francis M. Kozub

The purpose of this study was to examine barriers perceived by teachers when including students with visual impairments in general physical education. Teachers (52 males, 96 females) who had children with visual impairments in their physical education classes were surveyed prior to in-service workshop participation. The most prevalent barriers were professional preparation, equipment, programming, and time. A logistic regression analysis, regressing gender, in-service training, number of students with visual impairments taught, masters degree attained, masters hours spent on visual impairments (yes or no), undergraduate hours spent on visual impairments (yes or no), and years of experience failed to indicate significant predictors of professional preparation as a barrier, Model χ2 (6, n = 148) = 4.48, p > .05.

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Accuracy of Voice-Announcement Pedometers for Youth with Visual Impairment

Michael W. Beets, John T. Foley, Daniel W.S. Tindall, and Lauren J. Lieberman

Thirty-five youth with visual impairments (13.5 ± 2.1yrs, 13 girls and 22 boys) walked four 100-meter distances while wearing two units (right and left placement) of three brands of voice-announcement (VA) pedometers (CentriosTM Talking Pedometer, TALKiNG Pedometer, and Sportline Talking Calorie Pedometer 343) and a reference pedometer (NL2000). Registered pedometer steps for each trial were recorded, compared to actual steps assessed via digital video. Inter-unit agreement between right and left VA pedometer placement was low (ICC range .37 to .76). A systematic error was observed for the VA pedometers on the left placement (error range 5.6% to 12.2%), while right placement VA pedometers were at or below ± 3% from actual steps (range 2.1% to 3.3%). The reference pedometer was unaffected by placement (ICC .98, error ~1.4%). Overall, VA pedometers demonstrated acceptable accuracy for the right placement, suggesting this position is necessary for youth with visual impairments.

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Physical Activity Interventions for Children and Youth With Visual Impairments

Otávio Luis Piva da Cunha Furtado, Kelly Allums-Featherston, Lauren Joy Lieberman, and Gustavo Luis Gutierrez

The authors conducted a systematic literature review on physical activity interventions for children and youth with visual impairment (VI). Five databases were searched to identify studies involving the population of interest and physical activity practices. After evaluating 2,495 records, the authors found 18 original full-text studies published in English they considered eligible. They identified 8 structured exercise-training studies that yielded overall positive effect on physical-fitness and motor-skill outcomes. Five leisure-time-physical-activity and 5 instructional-strategy interventions were also found with promising proposals to engage and instruct children and youth with VI to lead an active lifestyle. However, the current research on physical activity interventions for children and youth with VI is still limited by an absence of high-quality research designs, low sample sizes, use of nonvalidated outcome measures, and lack of generalizability, which need to be addressed in future studies.

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Peer Tutors’ Effects on Activity Levels of Deaf Students in Inclusive Elementary Physical Education

Lauren J. Lieberman, John M. Dunn, Hans Van der Mars, and Jeff McCubbin

The purpose of this study was to analyze the effect of trained peer tutors on the physical activity levels of deaf students1 in inclusive elementary physical education classes. A single subject delayed multiple baseline design across 8 deaf participants (4 boys and 4 girls) ages 10 to 12 was used. Eight typically developing, trained peers of the same age and gender served as peer tutors following training in use of sign language and basic teaching strategies. The dependent variable was moderate to vigorous physical activity (MVPA) determined by McKenzie, Sallis and Nader’s (1991) System for Observing Fitness Instruction Time (SOFIT). The study included 3–4 sessions of baseline, 11–14 sessions of intervention, and 1–3 sessions of maintenance. Results revealed that after the introduction of peer tutoring, deaf students increased their MVPA from to 22% to 41.5%, and peer tutors increased their MVPA from 19% to 37.9%.

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Psychometric Properties of the Test of Gross Motor Development-3 for Children With Visual Impairments

Ali Brian, Sally Taunton, Lauren J. Lieberman, Pamela Haibach-Beach, John Foley, and Sara Santarossa

Results of the Test of Gross Motor Development-2 (TGMD-2) consistently show acceptable validity and reliability for children/adolescents who are sighted and those who have visual impairments. Results of the Test of Gross Motor Development-3 (TGMD-3) are often valid and reliable for children who are sighted, but its psychometric properties are unknown for children with visual impairments. Participants (N = 66; M age = 12.93, SD = 2.40) with visual impairments completed the TGMD-2 and TGMD-3. The TGMD-3 results from this sample revealed high internal consistency (ω = .89–.95), strong interrater reliability (ICC = .91–.92), convergence with the TGMD-2 (r = .96), and good model fit, χ2(63) = 80.10, p = .072, χ2/df ratio = 1.27, RMSEA = .06, CFI = .97. Researchers and practitioners can use the TGMD-3 to assess the motor skill performance for children/adolescents with visual impairments and most likely produce results that are valid and reliable.

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Balance Control in Individuals With Visual Impairment: A Systematic Review and Meta-Analysis

Hamed Zarei, Ali Asghar Norasteh, Lauren J. Lieberman, Michael W. Ertel, and Ali Brian

Background: Individuals with visual impairment have balance deficits; therefore, this systematic review aimed to provide comprehensive insights into the balance control of individuals with visual impairments when compared with individuals with full vision. Methods: Primary sources were obtained from eight databases including PubMed, LILACS, Science Direct, SCOPUS, CINAHL, PEDro, CENTRAL, and Web of Science. The search period covered years from inception to January 10, 2022. Results: A total of 20 studies with 29 trials with 1,280 participants were included in the systematic review. The results showed that individuals with sight had better static and dynamic balance than individuals with visual impairment (p = .001). However, individuals with visual impairment had significantly better static balance with visual perturbation and stronger static balance with visual and proprioception perturbation (p = .001). Furthermore, individuals with sight had better balance control than individuals with visual impairment who participated in sports (p = .001). Finally, individuals with visual impairment who participated in sports had better balance control than sedentary people with visual impairment (p = .001). Conclusion: Individuals with visual impairment have defects in both dynamic and static balance when compared to individuals with sight. In addition, balance improved with increasing age in individuals with visual impairment while balance control was dependent on the proprioception and vestibular systems. Also, individuals with sight had better balance than individuals with visual impairment who participated in sports and individuals with visual impairment who participated in sports compared with sedentary people with visual impairment.

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Balance Recovery Strategy in Children With and Without Hearing or Visual Impairments

Hamed Zarei, Ali Asghar Norasteh, Lauren J. Lieberman, and Ali Brian

Purpose: The purpose of this study was to examine the balance recovery strategy in children with hearing (HI) and visual impairments (VI) compared with those without these disorders. Materials and Methods: This study featured a cross-sectional design with subjects (N = 45) placed within one of three equally stratified purposive groups (HI, VI, and comparison) within the age range of 9–13 years (mean = 11.43, SD = 1.5). Balance recovery strategy was measured in static and after-perturbation conditions by a four-camera Vicon system used to record three-dimensional lower body kinematic data. A repeated-measures analysis of variance (3 × 2, Group × Condition) was utilized to analyze data. Significance was set at p ≤ .05. Results: In the static condition, the results of the study showed that there was no significant difference between the groups in the ankle joint sway (p > .05). In hip joint sway, VI children had greater sway compared with comparison (p = .001) and HI children (p = .02). Also, HI children had greater sways than comparison (p = .02). In the after-perturbation condition, the results showed that VI children had greater sway in the hip and ankle joints than HI children (p = .001) and comparison (p = .001) to restore and maintain balance. Conclusion: It seems that comparison as well as higher proportion VI children use a hip strategy to maintain and restore balance. Also, it seems that HI children use a different strategy (ankle strategy) to maintain and restore balance compared with comparison and VI children.

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The Effects of an Integrative, Universally Designed Motor Skill Intervention for Young Children With and Without Disabilities

Sally Taunton Miedema, Ali Brian, Adam Pennell, Lauren Lieberman, Larissa True, Collin Webster, and David Stodden

Many interventions feature a singular component approach to targeting children’s motor competency and proficiency. Yet, little is known about the use of integrative interventions to meet the complex developmental needs of children aged 3–6 years. The purpose of this study was to examine the effects of an integrative universally designed intervention on children with and without disabilities’ motor competency and proficiency. We selected children (N = 111; disability = 24; no disability = 87) to participate in either a school-based integrative motor intervention (n = 53) or a control condition (n = 58). Children in the integrative motor intervention both with and without disabilities showed significant improvement in motor competency and proficiency (p < .001) as compared with peers with and without disabilities in a control condition. Early childhood center directors (e.g., preschool and kindergarten) should consider implementing integrative universally designed interventions targeting multiple aspects of motor development to remediate delays in children with and without disabilities.