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Because children with visual impairments tend to be inactive, they are 1.5 times more likely to be considered overweight or obese than are their sighted peers. Although some barriers to physical activity have been identified (for example, lack of opportunity and transportation issues); little has been done to empirically identify predictors of physical activity among this population. Given the importance of perceptions of motor competence during the early years of childhood, since it predicts physical activity and motor competence during adolescence, it is critical that perceptions of motor competence for young children with visual impairments are understood. Therefore, the purpose of this preliminary study was to examine the developmental trajectory of perceptions of motor competence of children ages 3 to 13 years, with and without visual impairments.

Beep baseball provides opportunities for adults with visual impairments to participate in physical activity. Although beep baseball teams are not prevalent for children, physical education is an avenue through which children can learn beep baseball skills in an autonomy-supported climate where all students are valued. Developing skill competence early in positive and developmentally appropriate environments can foster positive perceptions that lead towards intrinsic motivation. Within this manuscript, we offer suggestions for physical education teachers to maximize learning outcomes including physical activity in beep baseball in a manner that supports positive perceptions of competence, relatedness, and autonomy. Keywords: pedagogical strategy, visual impairment, inclusion, Emily is a fourth grade student with a visual impairment at Creekside Elementary School. Emily enjoys physical education but often has to participate in games with modifications in order to [...]

The aim was to describe development of a process-oriented instrument designed to assess the golf swing and putt stroke, and to assess the instrument’s discriminative validity in terms of age and reliability (intra-rater and re-test). A Delphi consultation (with golf industry professionals and researchers in movement skill assessment) was used to develop an assessment for each skill based on existing skill assessment protocols. Each skill had six components to be marked as present/absent. Individual scores were based on the number of performance components successfully demonstrated over two trials for each skill (potential score range 0 to 24). Children (n = 43) aged 6-10 years (M = 7.8 years, SD = 1.3) were assessed in both skills live in the field by one rater at Time 1(T1). A subset of children (n = 28) had consent for assessments to be videoed. Six weeks later 19 children were reassessed, five days apart (T2, T3). An ANOVA assessed discriminative validity i.e. whether skill competence at T1 differed by age (6 years, 7/8 years and 9/10 years). Intraclass correlations (ICC) assessed intra-rater reliability between the live and video assessment at T1 and test-retest reliability (between T2 and T3). Paired t-tests assessed any systematic differences between live and video assessments (T1) and between T2 and T3. Older children were more skilled (F (2, 40) = 11.18, p < 0.001). The live assessment reflected the video assessment (ICC = 0.79, 95% CI 0.59, 0.90) and scores did not differ between live and video assessments. Test retest reliability was acceptable (ICC = 0.60, 95% CI 0.23, 0.82), although the mean score was slightly higher at retest. This instrument could be used reliably by golf coaches and physical education teachers as part of systematic early player assessment and feedback. [ABSTRACT FROM AUTHOR]