Physical activity of children with visual impairments: intentions and behaviors of parents post intervention

Abstract

Purpose

Physical activity (PA) can provide multiple benefits for children with visual impairments (VI). To date, little research has explored the retention effects of PA interventions for children with VI. Thus, the purpose of this study was to explore the PA experiences of parents of children with VI three months after completing a PA intervention.

Method

This descriptive-qualitative study was situated in the Theory of Planned Behavior. Five parents completed semi-structured interviews that were transcribed and analyzed using a thematic line-by-line analysis.

Results

Four themes characterizing how parents created PA opportunities for their children with VI were constructed: (a) Teaching from Awareness (b) Advocating for Needs, (c) Engaging Family through Community, and (d) Seeking More PA Opportunities.

Conclusion

Parent’s awareness of their child’s abilities, parents’ advocacy, and parents’ teaching skills all helped to expose their children to new types of PA in the community. Parents reflected about a lack of consistently offered community-based PA for their children. Researchers must consider the importance of educating parents on how to teach skills, increase awareness, and advocate for more community-based PA programs.

IMPLICATIONS FOR REHABILITATION

• Three months after a physical activity intervention for children with visual impairments, parents’ awareness of their child’s abilities, advocacy, and competence teaching motor skills helped to expose their children to new types of physical activities in the community and at home.

• The lack of consistently offered community-based physical activities for children with visual impairments calls for rehabilitation professionals to create or promote existing physical activity programs for children with visual impairments.

• Rehabilitation professionals should explore how physical activity programs can address barriers faced by participants (e.g., lack of knowledge, lack of physical activity equipment), and offer a continuum of activities and programming for these families in the home and community setting.

• Rehabilitation professionals should educate parents on the importance of physical activity, how to teach motor skills, and advocate for more community-based physical activity programs for their children with visual impairments.

Keywords:

• Access
• parent-child
• physical activity
• visual impairment

Acknowledgements

The authors thank all the families who participated in this study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Jim and Juli Boeheim Foundation and by the Central New York Community Foundation.