Physical Education Research
Research indicates that in comparison to
their sighted peers, children with visual impairments may be less active during physical education (Schedlin, Lieberman, Houston-Wilson, &
Cruz, 2012). According to studies, children with
visual impairments display moderate to severe
delays in gross motor and fine motor skills
(Celeste 2002; Brambring 2006). Without quality
physical education programs, gross motor delays
may persist throughout a lifetime.
Physical activity levels decrease as students with visual impairments continue through
school (Ayvazoglu, Oh, & Kozub, 2006; Oh, Ozturk, & Kozub, 2004; Kozub & Oh 2004). One
factor leading to a decrease in physical activity
may be that students may not feel encouragement from their parents (Ward, Fansworth, Babkes-Stellino, & Perrett, 2011). Parents reported
that they would not encourage their children to
participate in physical activities due to : a) lack of
training for physical education teachers in working with children with visual impairments, b) lack
of available opportunities and resources, and c)
fear of their children getting injured (Stuart, Lieberman, & Hand, 2006). Also, physical education
teachers themselves report a lack of preparation,
equipment, and programming as barriers to including children with visual impairments in their
classrooms (Lieberman, Houston-Wilson, & Kozub, 2002).
There are a number of strategies, however,
that can be used to increase the participation of
children with visual impairments in physical education. The implementation of a trained peer tutor
is one example of a modification which may demonstrate an increase in physical activity time in
physical education (Wiskolchil, Lieberman, Houston-Wilson, & Peterson, 2007). Other technology
-driven options, such as exergames or talking pedometers, have demonstrated student enjoyment
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