VIDBE-Q 2025 Volume 70 Issue 4
study was allowing time during the activity for communication (Arndt et al.,
2005).
The second study found that the participants enjoyed using a talking
pedometer because it was motivating by providing a fitness goal. The participants
understood the connection between the number of steps and the health benefits.
The talking pedometer also promoted independence, and the participants felt they
could walk instead of waiting for a ride (Lieberman et al., 2006).
Interventions
Only one of the ten studies was an intervention (Lieberman et al., 2006).
Participants with CHARGE syndrome were pre- and post-tested on locomotor
skills (run, jump, skip, hop, slide) and ball skills (throw, catch, kick, dribble, one or
two hand strikes) following six weeks of home practice twice a week. The parents
were provided videos, tip sheets, instructions on how to teach each motor skill and
modified equipment, such as plush balls and a kickball with bells. Before and after
the six-week intervention the participants were tested on their locomotor and ball
skills using the TGMD-3 assessment. During the six weeks, the participants
practiced the four skills they scored the lowest on during the pre-intervention test.
Discussion
This review of literature and call to action aimed to assess the available
research on physical activity among deafblind youth. Research on youth with
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