Individuals with visual impairments (VI) trend toward lower motor competence when compared with peers without VI. Various forms of perception often affects motor competence. Thus, it is important to explore factors that influence forms of perception and their differential effects on motor competence for those with VI. Therefore, the purposes of this study were to explore and describe the differential effects of age, gender, and degree of vision on self-perceptions, parents’ perceptions, metaperceptions, and locomotor skills, and to examine potential associations among all variables with actual locomotor competence for adolescents with VI. Adolescents with VI completed two questionnaires and the Test of Gross Motor Development-Third Edition. Parents completed a parent perception questionnaire. Mann–Whitney U and Kruskal–Wallis H analyses showed no differential effects for gender or age on any dependent measures. Degree of vision affected locomotor skills, but not any other factor. Spearman rho correlations showed significant associations among locomotor and self-perceptions, degree of vision and locomotor, and metaperceptions with parents’ perceptions. Adolescents reported relatively high self-perceptions and metaperceptions; however, their actual locomotor competence and parents’ perceptions were relatively low. Findings may help situate future intervention strategies targeting parents supporting their children’s locomotor skills through self-perceptions.
Self-Perceptions, Parents’ Perceptions, Metaperceptions, and Locomotor Skills in Adolescents With Visual Impairments: A Preliminary Investigation
Alexandra Stribing, Adam Pennell, Emily N. Gilbert, Lauren J. Lieberman, and Ali Brian
Longitudinal Locomotor Competence and Body Mass Index Across Self-Reported Gender and Vision Level for Youth With Visual Impairments: A 3-Year Investigation
Ali Brian, Angela Starrett, Adam Pennell, Pamela Haibach-Beach, Emily Gilbert, Alexandra Stribing, Sally Taunton Miedema, and Lauren Lieberman
Youth with visual impairments are more likely to be overweight than peers without visual impairments and often struggle with their locomotor skills. Locomotor development can combat unhealthy body weight statuses by supporting physical activity behaviors. There are no longitudinal investigations concerning the locomotor skill and body mass index (BMI) developmental trajectories of youth with visual impairments. The purpose of this study was to examine the 3-year developmental trajectory of the locomotor skills and BMI of youth with visual impairments including differential effects of self-reported gender and degree of vision. Participants (N = 34, M age = 11.75 years, 47% female) showed severely delayed and arrested locomotor development with increases in BMI across 3 years regardless of self-reported gender or degree of vision. Participants failed to breech a proficiency barrier of motor competence to combat against increases in BMI across time. Additional longitudinal inquiries are needed.
The Effects of Ecologically Valid Intervention Strategies on the Locomotor Skills of Children With Visual Impairments
Ali Brian, Laura Bostick, Angela Starrett, Aija Klavina, Sally Taunton Miedema, Adam Pennell, Alex Stribing, Emily Gilbert, and Lauren J. Lieberman
Children with visual impairments often exhibit difficulties with locomotor skills (e.g., the ability to move one’s body from one place to another), warranting the need for ecologically valid interventions with conditions that attempt to match the real world in a variety of settings. Parents and physical education teachers are the ones choosing to provide movement opportunities for children with visual impairments and must be included in any ecologically valid intervention strategy. This was a descriptive-analytic study. To support the greatest diversity in settings, the authors recruited 94 participants (blind = 44 and low vision = 50; M age = 13.01 years, SD = 3.26) from schools for the deaf and blind in the United States (teacher led, n = 17) or Latvia (teacher led, n = 57), through an online LISTSERV throughout the United States (parent led, n = 10), and a control subgroup (n = 10). At the pretest, no participant’s motor development met age expectations. Children with visual impairments from multiple locations and cultures significantly improved compared with controls who did not. Results were most favorable when the physical educator was the interventionist. However, further research is needed to replicate these findings.