Physical activity participation among families of children with visual impairments and blindness.

PURPOSE: Physical activity (PA) provides multiple benefits to children with visual impairments (VI) and their families. However, the empirical literature base is underdeveloped on how family PA experiences impact participation for children with VI. The purpose of this study was two-fold; that is: (a) to explore why families with children with VI seek out and participate in PA, and (b) to describe the strategies and supports needed by families of children with VI to improve PA participation. METHOD: The research method was descriptive-qualitative positioned in the theoretical framework of the theory of planned behavior. Participants were parents of children with VI (n = 10) who took part in one-on-one semi-structured telephone interviews. Interview recordings were transcribed and analyzed using a thematic line-by-line analysis. RESULTS: Three salient, recurrent, and interrelated themes emerged from the data analyses. These themes were: (a) committed, (b) challenged, and (c) access. CONCLUSIONS: Findings revealed that parents valued PA, but they lacked the skills to teach and advocate for their children regarding PA. As a consequence, parents voiced the need for a support system that would allow their families to be more physically active. Implications for Rehabilitation Results of this study demonstrated that parents valued physical activity, but they lacked the skills necessary to confidently engage their children in physical activity. Physical activity interventions are needed to enhance the quality of life of children with visual impairments and their families. Physical activity programs and interventions are most likely to enhance intentions to engage in physical activity among children with visual impairments and their parents. Results demonstrated that parents of children with visual impairments were interested to work side-by-side with physical activity professionals to enhance recreational physical activity opportunities available to their children.

Parents' Beliefs About Physical Activity for Their Children With Visual Impairments.

Despite having the desire to become physically active as a family, parents of children with visual impairments often lack the skills and resources needed to provide appropriate physical activities (PAs) for their children. The purpose of this study was to explore the intentions of parents of children with visual impairments toward including their children in PAs after participating in a PA program. In this descriptive qualitative study, the participants were 10 parents of children with visual impairments. A series of workshops were designed to provide parents with the skills and resources needed to promote PA for their family. Upon completion of the workshops, parents took part in one-on-one semistructured interviews that were subsequently transcribed and analyzed using a thematic line-by-line process. Two interdependent themes emerged from the data analyses: (a) eye-opening experiences and (b) transformed, more hopeful, and optimistic outlook. The results revealed that through the PA intervention, parents learned teaching strategies that were intended to increase their PA opportunities and garnered resources that allowed them to teach their children to participate in PA.

Self-reported job responsibilities of public school adapted physical educators.

The purpose was to survey adapted physical educators, teaching in the public schools, concerning the nature of their work and the percentage of time spent weekly in 14 specific job roles or responsibilities. Of 102 respondents solicited from national conferences, 66 teachers representing 20 states provided usable data. Most respondents worked in urban settings (77%), served an average of 8 schools per week, had an average caseload of 76 students, and saw each student an average of two times a week. Percentages of time spent each week were greatest in direct instruction (43%), traveling (9%), planning instruction (9%), and assessing students (7%). Findings were similar to those reported previously and discussed in relation to job competencies taught in university classes designed to prepare specialists in adapted physical education.