VIDBE-Q 2025 Volume 70 Issue 4
Background
Children with visual impairments (VI) consistently demonstrate lower levels
of fundamental movement skills (FMS) compared with sighted peers, with
consequences for participation, fitness, and self-efficacy. Cross-sectional studies
have shown marked motor delays in both locomotor and object control skills
(Brian et al., 2018; Castiglioni et al., 2025; Houwen et al., 2009). Systematic
reviews confirm reduced physical activity levels and fitness outcomes in school-
age youth with VI (Haegele & Porretta, 2015; Lieberman & McHugh, 2010).
Importantly, these motor delays are considered modifiable with explicit instruction,
adapted environments, and systematic practice (Brian et al., 2018; Haegele &
Porretta, 2015). However, general PE teachers frequently report insufficient
preparation for working with students with disabilities, and preservice training
specific to VI remains scarce; even experienced educators identify students with VI
as among the most challenging to teach without targeted guidance (Lieberman et
al., 2022; Lieberman et al., 2017; Lirgg et al., 2017; Wilson et al., 2022). To
support practice in schools, monitoring inclusive teaching with a short observation
tool such as the Lieberman/Brian Inclusion Rating Scale for Physical Education
(LIRSPE) can foster reflection and improvement across lessons (Lieberman et al.,
2017). Against this backdrop, resources such as Camp Abilities and the Gross
Motor Development Curriculum for Children with Visual Impairments (Lieberman
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