VIDBE-Q 2025 Volume 70 Issue 4
The two studies (Arndt et al., 2005; Lieberman et al., 2006) that took place
at Camp Abilities found that the children were more physically active while they
were there in comparison to when they were home or in school. This sports camp
provided the children with deafblindness games and sports that they could
participate in such as beep baseball, swimming with floaters, and tandem biking.
Providing children with deafblindness opportunities to do physical activity is an
effective way to encourage them to participate.
Limitations
The area of research in the physical activity of youth with deafblindness is
limited. First, there are very few researchers examining this topic and the scope of
work is limited. Future research should expand beyond process-oriented
assessments, TGMI-3, and TGMI-2, to also examine product assessments for
motor skills in youth with deafblindness. Similarly, the BESTest was
predominantly used to test the participants' balance. There was little variance in the
mode in which motor skills and balance were tested. It should also be noted that
many participants also had additional disabilities which affected their ability to
complete some of the assessments.
A major limitation in the research available is the severity of deafblindness
throughout the studies. These studies included youth with different levels of
deafblindness and/or CHARGE syndrome. Some participants had a more severe
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