Our purpose in this study was to document the criterion validity of the Fitbit Zip for measuring steps taken by youth with visual impairments (VI). A secondary purpose was to determine whether walking pace, mounting position, or relative position to the user’s mobility device impacted the criterion validity of the device. Fourteen adolescent-aged individuals (M age = 15.4; 13 male and 1 female) with VI participated in this study. Participants wore four Fitbit Zips at different mounting positions and completed two, 2-min walking trials while the lead investigator hand tallied steps. Measurement validity was analyzed using absolute percent error (APE), intraclass correlation coefficients estimated level of conformity, and paired samples t tests and Cohen’s d effect sizes assessed APE relative to mounting positions. Results supported the use of the Fitbit Zip during regular-paced walking; however, caution must be used during activities exceeding regular walking speeds, as devices consistently underestimated steps.
Justin A. Haegele, Ali S. Brian and Donna Wolf
Ali Brian, Sally Taunton, Chelsee Shortt, Adam Pennell and Ryan Sacko
The purpose of this study was to examine differences in motor competence, perceived motor competence (PMC), body mass index, and physical activity (PA) and to assess factors that predict PA behaviors of preschool children with and without disabilities. A total of 59 children with (n = 28) and without (n = 31) disabilities participated in the study. Results revealed that children with disabilities had significantly greater amounts of PA than peers without disabilities. There were no significant differences for motor competence, PMC, and body mass index for children with or without a disability. Although age and body mass index were controlled, both disability and PMC significantly predicted PA. Future intervention studies should consider maintaining high levels of PMC, as it is a significant predictor of PA.
Chelsee A. Shortt, Collin A. Webster, Richard J. Keegan, Cate A. Egan and Ali S. Brian
Purpose: To operationally conceptualize physical literacy (PL) for application in the United States, using a modified Delphi approach, with PL academics. Methods: A sequential, mixed methods, modified Delphi research design was employed, consisting of three phases: (a) literature analysis, (b) Delphi Survey I (22 participants), and (c) Delphi Survey II (18 participants). Data were analyzed using qualitative coding and descriptive frequency statistics. Results: PL academics’ conceptions of PL suggested a multidimensional, noncontextual, personal, holistic learning process. Qualitative analysis generated two themes: (a) “PL is” and (b) “PL is not.” Quantitative results aligned with the qualitative findings. PL concepts that achieved unanimous agreement were (a) application of knowledge to physical activity (PA), (b) value of PA, (c) autonomous participation in PA, (d) enjoyment of PA, and (e) ability to participate in PA independently. Discussion/Conclusion: PL was operationalized as an autonomous application of movement, constructed by the individual’s conception of movement and response to adversity.
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.
Ali Brian, An De Meester, Aija Klavina, J. Megan Irwin, Sally Taunton, Adam Pennell and Lauren J. Lieberman
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.