Exploring Children/Adolescents With Visual Impairments’ Physical Literacy: A Preliminary Investigation of Autonomous Motivation

Abstract

Physical literacy refers to the confidence, competence, motivation, knowledge, and understanding to value and take responsibility for engagement in physical activities throughout the lifespan. Little is known regarding the physical literacy of children/adolescents with visual impairments (VIs). Purpose: The purpose of this study was to examine predictors of autonomous motivation in children/adolescents with VI (N = 41) from Latvia and the United States. A secondary aim was to explore differential effects of the country regarding all variables of interest. Methods: Within this preliminary investigation, levels of perceived motor competence, competence satisfaction, and autonomous motivation were captured in children/adolescents with VI located in Latvia and the United States. Results: Competence satisfaction and perceived motor competence significantly predicted autonomous motivation regardless of location. Significant differences regarding country occurred for competence satisfaction and autonomous motivation. Discussion/Conclusion: Implications for cultivating physical literacy for children/adolescents with VI involve strategies for physical educators focusing on fostering motivation.

The Importance of Supporting Student Autonomy in Physical Education Classes to Improve Intention to Be Physically Active

“…Despite the proven importance of teachers performing strategies to improve the perception of support for student autonomy, Franco and Coterón [8] found that, for PE professors, strategies oriented at favoring the satisfaction of autonomy were more viable when compared with those oriented to the development of motor competence, to obtain a greater self-determined motivation, satisfaction of the BPN of autonomy and competence, and importance towards PE classes by the students. In this sense, teachers can change their style of teaching and create environments that favor autonomy support [85]. In concordance with both Brian et al [85] and our results, we consider it is vitally important to underline that this perception by the teachers shifts towards the use of strategies that increase the support for autonomy and facilitates orientation programs towards the use of these strategies.…”

“…In this sense, teachers can change their style of teaching and create environments that favor autonomy support [85]. In concordance with both Brian et al [85] and our results, we consider it is vitally important to underline that this perception by the teachers shifts towards the use of strategies that increase the support for autonomy and facilitates orientation programs towards the use of these strategies. An example of this is the recent project by Moreno-Murcia et al [26], which promotes an educational method implemented by PE teachers for the support of autonomy among their students.…”

“…The results of the studies underline the importance of supporting student autonomy to satisfy the three BPN of autonomy, competence and relatedness [75][76][77], and for improving the more self-determined motivation [78][79][80], thus supporting the results of the present study. Autonomous motivation takes place when students perceive that they are in an environment that supports autonomy [81][82][83][84], as many studies have determined the existence of a relationship between the satisfaction of BPN with more self-determined forms of motivation during PE classes [85][86][87][88][89]. This more self-determined motivation is associated with positive consequences, such as the intention to be physically active.…”

A Perspective on Reprioritizing Children’s’ Wellbeing Amidst COVID-19: Implications for Policymakers and Caregivers

“…In several nations, a recent phenomenon known as physical literacy is now well known (Shahidi et al, 2020). As defined by Whitehead, 2001, "Physical literacy refers to the confidence, competence, motivation, knowledge, and understanding to value and take responsibility for engagement in physical activities throughout the lifespan" (cited by Brian et al, 2019). The development and maintenance of physical literacy are of vital importance for disabled children (Pohl et al, 2019), who are under-represented and vulnerable during this pandemic.…”

Cognitive interviews with children as a research tool for instrument validation in adapted physical activity

“…Shapiro and Ulrich (2002) did a comparative study examining expectancies, values, and perceptions of physical competence of children with and without learning disabilities across the contexts of physical education, recess, and home. Perceived physical competence has also been examined in children with visual impairments in physical activity (Brian, Haegele, & Bostic, 2016), sports camp (Brian, Taunton, Haibach-Beach, & Liberman, 2018), and within the concept of physical literacy in physical education (Brian et al, 2019). Likewise, researchers have explored perceived motor competence of children with cerebral palsy in school (Schuengel et al, 2006), perceptions of physical competence of children with movement difficulties in physical education (Causgrove Dunn & Dunn, eujapa.upol.cz 2006), as well as with children with varied physical impairments across different motivational climates (Tsalavoutas & Reid, 2006).…”