Physical Education and Physical Education and Recreation for Students who are Recreation for Students who are

Blind/Visually ImpairedBlind/Visually ImpairedSheila Amato, Ed.D.Sheila Amato, Ed.D.

Teacher of Students who are Blind/Visually ImpairedTeacher of Students who are Blind/Visually ImpairedEast Meadow School DistrictEast Meadow School District

brltrans@verizon.netbrltrans@verizon.net

Health and Physical Education teacherHealth and Physical Education teacher

Long Island Ladies Soccer League goalkeeperLong Island Ladies Soccer League goalkeeper

GeocacherGeocacher

The quest… and the importance of The quest… and the importance of having a professional networkhaving a professional network

Hi, all - I have been asked to give a one-Hi, all - I have been asked to give a one-hour presentation to a group of future hour presentation to a group of future physical education teachers (some of them physical education teachers (some of them may become adapted physical education may become adapted physical education teachers) about working with our teachers) about working with our population of students in grades K-12. I'd population of students in grades K-12. I'd appreciate any resources... online.. print... appreciate any resources... online.. print... or experiential. What should I include? I or experiential. What should I include? I want it to be fun and hands-on/movement want it to be fun and hands-on/movement oriented, while still giving them the oriented, while still giving them the knowledge.  Your thoughts, activities and knowledge.  Your thoughts, activities and resources are appreciated in advance.resources are appreciated in advance.

Our “Best Practice” as teachers Our “Best Practice” as teachers (also called “Promising Practice”)(also called “Promising Practice”)

is based on:is based on:

Having a QuestionHaving a QuestionResearchResearch

Asking More QuestionsAsking More QuestionsCollecting and Interpreting DataCollecting and Interpreting Data

Drawing ConclusionsDrawing ConclusionsImplementing RecommendationsImplementing Recommendations

Re-evaluationRe-evaluation

John DeweyJohn DeweyA constructivist philosopher and educatorA constructivist philosopher and educatorDeveloped experiential learning theoryDeveloped experiential learning theoryEverything occurs within a social environment. Everything occurs within a social environment. Knowledge is socially constructed and based on Knowledge is socially constructed and based on experiences. This knowledge should be organized experiences. This knowledge should be organized in real-life experiences that provide a context for in real-life experiences that provide a context for the information. the information. The teacher's role is to organize this content and The teacher's role is to organize this content and to facilitate the actual experiences. to facilitate the actual experiences.

That’s YOU! That’s YOU!

The physical education teacher The physical education teacher (That’s you!)(That’s you!) is one of the most is one of the most

important influences on socialization important influences on socialization within a physical education class within a physical education class

Suomi, J., Collier, D., & Brown, L. (2003). Factors affecting social Suomi, J., Collier, D., & Brown, L. (2003). Factors affecting social experiences of students in elementary physical education classes. experiences of students in elementary physical education classes.

Adapted Physical Activity Quarterly, 22 Adapted Physical Activity Quarterly, 22 , 186–202., 186–202.

The psychologicalThe psychological well-being and social well-being and social development of a student can be development of a student can be enhanced through opportunities to enhanced through opportunities to participate in a variety of age-appropriate participate in a variety of age-appropriate physical activities physical activities

Houston-Wilson, C., & Lieberman, L. J. (1999). The Houston-Wilson, C., & Lieberman, L. J. (1999). The Individualized Education Program in physical education: A Individualized Education Program in physical education: A guide for regular physical educators. guide for regular physical educators. Journal of Physical Journal of Physical

Education Recreation and Dance Education Recreation and Dance , , 70 70 (3), 60–64. (3), 60–64.

Physical activity improves the health-Physical activity improves the health-related quality of life by enhancing related quality of life by enhancing psychological well-being, which, in turn, psychological well-being, which, in turn, contributes to human growth and social contributes to human growth and social development. Social development is development. Social development is considered to be an essential considered to be an essential characteristic of self-determined behavior. characteristic of self-determined behavior.

(American Alliance for Health, Physical Education, Recreation (American Alliance for Health, Physical Education, Recreation and Dance [AAHPERD], 1999; Graham, Holt-Hale, & Parker, and Dance [AAHPERD], 1999; Graham, Holt-Hale, & Parker, 1998). 1998).

What you can do… What you can do… An effective way to teach problem solving, An effective way to teach problem solving, socialization, cooperative skills, and team socialization, cooperative skills, and team skills is through effective physical skills is through effective physical education programming education programming

American Alliance for Health, Physical Education, Recreation American Alliance for Health, Physical Education, Recreation and Dance. (1999). and Dance. (1999). Physical best activity guide, elementary Physical best activity guide, elementary

level level . Champaign, IL: Human Kinetics. . Champaign, IL: Human Kinetics.

YOUYOU can truly make a difference can truly make a difference in the life of a child with your…in the life of a child with your…

KnowledgeKnowledgeSkillsSkills

AttitudeAttitudeCreativityCreativity

High expectationsHigh expectations

It’s time to It’s time to move!move!

Put your arms out in front of you. Put your arms out in front of you.

Hold the position… while holding it, Hold the position… while holding it,

Look around… what do you see? Look around… what do you see?

Use imagery and help to focus your “minds eye” on Use imagery and help to focus your “minds eye” on what each arm is doing.  what each arm is doing. 

Saying “Put your arms out in front of you” creates Saying “Put your arms out in front of you” creates a different image than saying…a different image than saying…

““Imagine there is a brick wall in front of you-Imagine there is a brick wall in front of you- now put your arms out against that brick wall now put your arms out against that brick wall

and push on it to keep yourself standing up!”  and push on it to keep yourself standing up!” 

Being able to talk about what that would look Being able to talk about what that would look like… your head drops between your arms, your like… your head drops between your arms, your feet get planted in place- about shoulder width feet get planted in place- about shoulder width apart… creates that image for students who are apart… creates that image for students who are blind of what it should look like and moreover, blind of what it should look like and moreover, what it should feel like.what it should feel like.

The main function of the eye is to work with the brain to The main function of the eye is to work with the brain to provide us with vision. The eye and brain translate light provide us with vision. The eye and brain translate light

waves into a sensation we call vision.waves into a sensation we call vision.

The eyeThe eye The brainThe brain

What is the difference between What is the difference between sightsight and and vision???vision???

Sight is the ability to see clearly at any distance. Sight depends on the anatomical structures of the eye.

Vision is the ability to take this clear image and bring it into the eye in a smooth and accurate manner, then transmit the image through the optic nerve to the back of the brain where it is interpreted and made sense of by combining it with past learning experiences.

A sensory/visual impairment …A sensory/visual impairment …Affects your perception of your body in Affects your perception of your body in space (space (visual/spatial awarenessvisual/spatial awareness))May affect your May affect your balance/equilibriumbalance/equilibriumAffects your Affects your estimation of distanceestimation of distanceAffects Affects eye-hand-body coordinationeye-hand-body coordinationAffects Affects scanning and trackingscanning and tracking (the ability (the ability to follow a moving object)to follow a moving object)

How many sports involve one or more of How many sports involve one or more of these factors? these factors?

Trivia…Trivia…

Did you know Did you know that your eye that your eye is the only part is the only part of your brain of your brain that is visible that is visible from the from the outside?outside?

Real students [who are blind] doing Real students [who are blind] doing “real” physical education activities“real” physical education activities

It’s time to …. It’s time to …. Move!Move!Pretend you’re walking… Pretend you’re walking… – Through tall underbrushThrough tall underbrush– Through a dark, dangerous alleyThrough a dark, dangerous alley– Across a wide street on a rainy, windy nightAcross a wide street on a rainy, windy night– Through a forest of man-eating plants!Through a forest of man-eating plants!– Down a road of sticky asphalt and tarDown a road of sticky asphalt and tar– Across a log over a creek full of crocodilesAcross a log over a creek full of crocodiles– Across a street of broken glassAcross a street of broken glass– Through a snowstormThrough a snowstorm– Through a bowl of chewed-up bubblegum.Through a bowl of chewed-up bubblegum.

How does a child who is blind gain these real-life How does a child who is blind gain these real-life (or creatively designed) experiences?(or creatively designed) experiences?

Comments from the FieldComments from the Field

There are three main messages that There are three main messages that I would share with mainstream PE I would share with mainstream PE teachers:  One is that the game is teachers:  One is that the game is not sacred, the kids are, so adapt it not sacred, the kids are, so adapt it so that it is a meaningful and so that it is a meaningful and enjoyable experience for all.  That enjoyable experience for all.  That said, if the game must be adapted to said, if the game must be adapted to the point that it is neither, then don't the point that it is neither, then don't bother with it.  bother with it. 

Comments from the FieldComments from the FieldThe sighted students should not miss out on games like The sighted students should not miss out on games like basketball simply because their blind classmate cannot basketball simply because their blind classmate cannot participate equally in a game. participate equally in a game. In that instance, the blind student should be allowed to In that instance, the blind student should be allowed to learn and develop basketball skills- such as free throws to a learn and develop basketball skills- such as free throws to a hoop with a beeper on it for sonar location, as well as be hoop with a beeper on it for sonar location, as well as be taught the rules so that he/ she has the as much knowledge taught the rules so that he/ she has the as much knowledge of the game as their sighted peers.  Including the student in of the game as their sighted peers.  Including the student in ways such as making him/her the designated free throw ways such as making him/her the designated free throw shooter for a team, or adapting the rules for inclusion (such shooter for a team, or adapting the rules for inclusion (such as they may be chest-passed the ball with a verbal as they may be chest-passed the ball with a verbal comment, then may take a free throw at the comment, then may take a free throw at the beepered hoop for double points) could be helpful.beepered hoop for double points) could be helpful.But the success of that sort of adaptation depends on the But the success of that sort of adaptation depends on the class and the student. If it does not work, then having the class and the student. If it does not work, then having the student do an alternate activity during that time, such as student do an alternate activity during that time, such as learning or practicing weight-lifting, swimming, goalball, learning or practicing weight-lifting, swimming, goalball, Swish, yoga or any number of suitable activities would be Swish, yoga or any number of suitable activities would be perfectly acceptable perfectly acceptable

Comments from the FieldComments from the Field

And lastly, sport and recreation are And lastly, sport and recreation are vital parts of life and participation in vital parts of life and participation in these activities afford students with these activities afford students with low vision or blindness a chance for low vision or blindness a chance for freedom, independence, pride and freedom, independence, pride and social opportunities that they need. social opportunities that they need.

My colleague had a lot to say… My colleague had a lot to say… I was the only VI kid in my school.  If you combine my trying to 'keep I was the only VI kid in my school.  If you combine my trying to 'keep up' with the sighted kids with my oblivious gym teacher who thought up' with the sighted kids with my oblivious gym teacher who thought she was doing me a favor by pushing me to do things, it was a she was doing me a favor by pushing me to do things, it was a disaster.  How do you push a VI kid to play tennis?  Every time you disaster.  How do you push a VI kid to play tennis?  Every time you miss the ball and everyone starts laughing at you, you just want to miss the ball and everyone starts laughing at you, you just want to run away.  My teacher was either thoughtless or clueless.run away.  My teacher was either thoughtless or clueless.

Even worse is the modern tendency to include a blind child in ball Even worse is the modern tendency to include a blind child in ball games by assigning them a buddy who runs with them and tells games by assigning them a buddy who runs with them and tells them what to do.  This isn't participation, it is being a puppet.  You them what to do.  This isn't participation, it is being a puppet.  You can't enjoy a sport playing like that and it is even more can't enjoy a sport playing like that and it is even more embarrassing then what we went through trying to pretend we could embarrassing then what we went through trying to pretend we could see.see.

It just seems so obvious to find a sport the blind child CAN do then to It just seems so obvious to find a sport the blind child CAN do then to try to have them do what everyone else is doing just to fit in.try to have them do what everyone else is doing just to fit in.

My colleague is still talking… My colleague is still talking… Recess in elementary school, and PE in junior high and high school Recess in elementary school, and PE in junior high and high school are among my most excruciatingly unhappy memories when I are among my most excruciatingly unhappy memories when I think about my experiences as one of two visually impaired think about my experiences as one of two visually impaired students in the public school system in my very rural Maryland students in the public school system in my very rural Maryland county.  Imagine subjecting a child who could not see to daily county.  Imagine subjecting a child who could not see to daily games of dodge ball during 4th, 5th games of dodge ball during 4th, 5th and 6th grades!  No wonder I misbehaved to get out of having to and 6th grades!  No wonder I misbehaved to get out of having to endure recess!  I would have done anything to avoid that ball endure recess!  I would have done anything to avoid that ball hitting me -- hard -- in the head over and over again during hitting me -- hard -- in the head over and over again during afternoon recess!afternoon recess!

When I was in high school, I was pretty seriously injured when I When I was in high school, I was pretty seriously injured when I was was expected to run the hurdles.  Of course I couldn't jump over the expected to run the hurdles.  Of course I couldn't jump over the hurdle when I didn't even know it was there until I was about 10 hurdle when I didn't even know it was there until I was about 10 inches away!  Softball, volleyball (how I hated that!), basketball (I inches away!  Softball, volleyball (how I hated that!), basketball (I could make a basket but could not function in a fast-moving could make a basket but could not function in a fast-moving game), even field hockey -- all of these were disastrous game), even field hockey -- all of these were disastrous experiences for me!  And embarrassing.  And demoralizing.experiences for me!  And embarrassing.  And demoralizing.

PE has to be tailored to the capabilities, skill levels, and needs of PE has to be tailored to the capabilities, skill levels, and needs of each child with a visual impairment.  It is cruel to subject a child each child with a visual impairment.  It is cruel to subject a child who cannot see to activities and games that he or she cannot who cannot see to activities and games that he or she cannot actually participate in effectively.actually participate in effectively.

Final words from my colleague … Final words from my colleague … MOST PE activities are centered around ball games, field MOST PE activities are centered around ball games, field hockey, tennis, volleyball, softball, etc.  Even when gymnastics hockey, tennis, volleyball, softball, etc.  Even when gymnastics are introduced it included running at a vaulting horse.are introduced it included running at a vaulting horse.

I was excused from regular PE class because I was I was excused from regular PE class because I was 'incompetent at sports.' On one hand I was relieved because I 'incompetent at sports.' On one hand I was relieved because I didn't have to go home crying because no one wanted me on didn't have to go home crying because no one wanted me on their team, but I loved doing things - and I hated the label of their team, but I loved doing things - and I hated the label of 'incompetent.''incompetent.'

Then my life changed and I COULD do judo, hiking, swimming, Then my life changed and I COULD do judo, hiking, swimming, cross country skiing, tandem bike riding, and on and on.cross country skiing, tandem bike riding, and on and on.

Yes, VI kids CAN do sports but it is not accommodating their Yes, VI kids CAN do sports but it is not accommodating their disability to expect them to play ball games with a buddy to tell disability to expect them to play ball games with a buddy to tell them where to go and when to swing etc.  This is not them where to go and when to swing etc.  This is not participation, it is “politically correct accommodation.”  A VI participation, it is “politically correct accommodation.”  A VI child is truly participating when they can fully participate child is truly participating when they can fully participate without someone holding their hand.without someone holding their hand.

It’s time to …. It’s time to …. Move!Move!While wearing simulators:While wearing simulators:

– Throw and catch a fleece ball with a Throw and catch a fleece ball with a partnerpartner

– Play “volleyball” with a beach ballPlay “volleyball” with a beach ball– Kick (gently… we’re indoors!) a soccer Kick (gently… we’re indoors!) a soccer

ball that has bells inside of it.ball that has bells inside of it.– Read a print page from this handoutRead a print page from this handout– Find your friend across the room… (are Find your friend across the room… (are

you sure it’s your friend?) you sure it’s your friend?)

Still more from the fieldStill more from the fieldYes, it’s all about setting proper expectations for the VI Yes, it’s all about setting proper expectations for the VI student, and even those students with multiple student, and even those students with multiple impairments. They have had ways of surprising us.  impairments. They have had ways of surprising us.  I’m also convinced that a physically fit child can also be I’m also convinced that a physically fit child can also be motivated to channel his energies towards other goals such motivated to channel his energies towards other goals such as exceptional grades in school and working towards a as exceptional grades in school and working towards a career.career.In my observations and experiences in some public schools, In my observations and experiences in some public schools, physical education is probably one of the most dreaded physical education is probably one of the most dreaded subjects by teachers, because of the VI child being hurt and subjects by teachers, because of the VI child being hurt and the litigation that might result. More than three-quarters of the litigation that might result. More than three-quarters of our VI kids have multiple disabilities, and they attend their our VI kids have multiple disabilities, and they attend their local schools, with the expectation they will participate in local schools, with the expectation they will participate in age-appropriate activities. age-appropriate activities.

… … about “the real world…”about “the real world…”Then there is the issue of limitations on physical Then there is the issue of limitations on physical activities that are often  written in the IEP of what activities that are often  written in the IEP of what the blind/VI child should or shouldn't do, based on the blind/VI child should or shouldn't do, based on medical info.medical info.I have always felt that public school teachers may I have always felt that public school teachers may have good intentions, but the medical conditions have good intentions, but the medical conditions of most of our VI kids, plus unsuitable school of most of our VI kids, plus unsuitable school infrastructures, and behaviors of some infrastructures, and behaviors of some parents, impose major limitations on their parents, impose major limitations on their creativity and responsiveness, and these creativity and responsiveness, and these teachers (and their administrators) often are teachers (and their administrators) often are unable to articulate their concerns for fear of unable to articulate their concerns for fear of being seen as anti-disability.  being seen as anti-disability. 

GeocachingGeocaching

www.geocaching.comwww.geocaching.com

““Using multi-million dollar military Using multi-million dollar military satellites to find Tupperware hidden satellites to find Tupperware hidden in the woods.”in the woods.”

Need a GPSr (Global Positioning Need a GPSr (Global Positioning System receiver) and access to the System receiver) and access to the above website… above website…

And a spirit of adventure! And a spirit of adventure!

Sports Video Clips featuring Sports Video Clips featuring athletes who are blindathletes who are blind

Actionnaires Sports ClubActionnaires Sports Clubhttp://www.youtube.com/watch?v=RaGegItuQRMhttp://www.youtube.com/watch?v=RaGegItuQRMAustralian Goalball World ChampionshipsAustralian Goalball World Championshipshttp://www.goalball.com.au/ http://www.goalball.com.au/ Bay Area GoalballBay Area Goalballhttp://video.google.com/videoplay?docid=1232846902873989249http://video.google.com/videoplay?docid=1232846902873989249Beep Baseball Beep Baseball http://espn.go.com/swf/eticket/beep/beep.html http://espn.go.com/swf/eticket/beep/beep.html Blind PowerliftingBlind Powerliftinghttp://www.youtube.com/watch?v=aRLew6yAxzghttp://www.youtube.com/watch?v=aRLew6yAxzgBlind Soccer (indoor)Blind Soccer (indoor)http://www.youtube.com/watch?v=FUzxCLdPuB0http://www.youtube.com/watch?v=FUzxCLdPuB0Blind Soccer Match - China (outdoor)Blind Soccer Match - China (outdoor)http://www.youtube.com/watch?v=gPZQEohMssI http://www.youtube.com/watch?v=gPZQEohMssI Cross Country SkiingCross Country Skiinghttp://www.youtube.com/watch?v=hNLxFF_x28Ihttp://www.youtube.com/watch?v=hNLxFF_x28ISkiing, Wrestling, Goalball Running, and Judo,  Skiing, Wrestling, Goalball Running, and Judo,  http://www.ibsa.es/eng/galeria/main.htmhttp://www.ibsa.es/eng/galeria/main.htmUSABAUSABAhttp://www.usaba.org/Pages/movie/usaba_video.html http://www.usaba.org/Pages/movie/usaba_video.html 

““People” ResourcesPeople” ResourcesDon’t miss Dr. Lauren Lieberman's excellent work related to Don’t miss Dr. Lauren Lieberman's excellent work related to P.E. She's on faculty at SUNY Brockport, and you can read P.E. She's on faculty at SUNY Brockport, and you can read more about her and her work here: more about her and her work here: http://www.brockport.edu/pes/faculty/lieberman.htmlhttp://www.brockport.edu/pes/faculty/lieberman.html

Kathy Zawald - kzwald@aol.com. She just finished her PhD Kathy Zawald - kzwald@aol.com. She just finished her PhD at the University of Arizona in the area of physical at the University of Arizona in the area of physical education for students with visual impairments.education for students with visual impairments.

Larry L. Lewis, Jr.Larry L. Lewis, Jr.President and FounderPresident and FounderFlying-Blind, LLCFlying-Blind, LLCOffice Phone: +1 (216) 381-8107Office Phone: +1 (216) 381-8107E-Mail: Larry.Lewis@Flying-Blind.comE-Mail: Larry.Lewis@Flying-Blind.comWeb: http://www.Flying-Blind.comWeb: http://www.Flying-Blind.comSkype Name: Larry.L.Lewis Skype Name: Larry.L.Lewis

It’s time to …. It’s time to …. Move!Move!Be a Household ApplianceBe a Household Appliance– Making appropriate sound effects, 5 to 7 Making appropriate sound effects, 5 to 7

students together pantomime a single, large, students together pantomime a single, large, household appliance. household appliance.

Vacuum cleanerVacuum cleaner

BlenderBlender

Washing machineWashing machine

ToasterToaster

Alarm clockAlarm clock

Electric toothbrushElectric toothbrush

Can openerCan opener

Websites of InterestWebsites of InterestJudo for Blind Athletes Judo for Blind Athletes http://www.judoinfo.com/usaba.htmhttp://www.judoinfo.com/usaba.htm

The United States Association of Blind Athletes (USABA) has The United States Association of Blind Athletes (USABA) has an area on its website with information on sport an area on its website with information on sport adaptations. adaptations. http://www.usaba.org/home.htmlhttp://www.usaba.org/home.html

Camp Abilities does a nice job of preparing adaptive phys Camp Abilities does a nice job of preparing adaptive phys ed students to work with individuals with visual ed students to work with individuals with visual impairments. impairments. http://www.campabilities.orghttp://www.campabilities.org

Some thoughts about Physical education and blind kids Some thoughts about Physical education and blind kids http://www.nfb.org/images/nfb/Publications/fr/fr14/Issue1/f1http://www.nfb.org/images/nfb/Publications/fr/fr14/Issue1/f140111.html40111.html

Physical Education and Recreation Physical Education and Recreation http://www.nfb.org/images/nfb/Publications/fr/fr26/Issue2/frhttp://www.nfb.org/images/nfb/Publications/fr/fr26/Issue2/fr07sum07.htm07sum07.htm

More websites of interestMore websites of interestMe and My PE Teacher Me and My PE Teacher http://www.nfb.org/images/nfb/Publications/fr/fr26/Issuhttp://www.nfb.org/images/nfb/Publications/fr/fr26/Issue2/fr07sum06.htme2/fr07sum06.htmFit for Life Fit for Life http://www.nfb.org/images/nfb/Publications/fr/fr26/Issuhttp://www.nfb.org/images/nfb/Publications/fr/fr26/Issue2/fr07sum05.htme2/fr07sum05.htmListing of “blind sports”: Listing of “blind sports”: www.blind.msstate.edu/irr/sport.htmlwww.blind.msstate.edu/irr/sport.html International Blind Sports Association (www.ibsa.es)International Blind Sports Association (www.ibsa.es)Overcoming the Barriers to Including Students with Overcoming the Barriers to Including Students with Visual Impairments because it addresses low Visual Impairments because it addresses low expectations, lack of opportunity and more - and gives expectations, lack of opportunity and more - and gives possible solutions. possible solutions. http://sun1.aph.org/pe/art_l_hw.htmlhttp://sun1.aph.org/pe/art_l_hw.htmlAdapted Physical Education National StandardsAdapted Physical Education National Standardswww.cortland.edu/apens/15standards.htmwww.cortland.edu/apens/15standards.htm

The Internet has become The Internet has become our new classroomour new classroom

American Alliance for Health, Physical Education, American Alliance for Health, Physical Education, Recreation, and DanceRecreation, and Dance www.aahperd.org www.aahperd.orgAPE AerobicsAPE Aerobicswww.turnstep.com/Adaptive/index.htmlwww.turnstep.com/Adaptive/index.htmlCalifornia State Council on Adapted Physical California State Council on Adapted Physical Education (SCAPE) Education (SCAPE) sc-ape.org/index.htmsc-ape.org/index.htmNational Center on Physical Activity and Disability National Center on Physical Activity and Disability (NCPAD) (NCPAD) www.ncpad.orgwww.ncpad.orgNational Consortium of Physical Education and National Consortium of Physical Education and Recreation for Individuals with Disabilities (NCPERID)Recreation for Individuals with Disabilities (NCPERID)www.uwlax.edu/sah/ncperid/www.uwlax.edu/sah/ncperid/PE CentralPE Centralwww.pecentral.org/adapted/adaptedmenu.htmlwww.pecentral.org/adapted/adaptedmenu.htmlProject InspireProject Inspirevenus.twu.edu/inspire/venus.twu.edu/inspire/

Research/BibliographyResearch/BibliographyGronmo, J., & Augestad, B. (2001). Gronmo, J., & Augestad, B. (2001). Blind youth, self-concept and Blind youth, self-concept and physical activity. physical activity. Melhus, Norway: National Resource Centre of the Melhus, Norway: National Resource Centre of the Visually Impaired. Visually Impaired. Korhonen, K. (2000). Korhonen, K. (2000). Physical activity of visually impaired high Physical activity of visually impaired high school students. school students. Unpublished doctoral dissertation, Arla Institute, Unpublished doctoral dissertation, Arla Institute, Helsinki, Finland. Helsinki, Finland. Lieberman, L. J., Houston-Wilson, C., & Kozub, F. (2002). Perceived Lieberman, L. J., Houston-Wilson, C., & Kozub, F. (2002). Perceived barriers to including students with visual impairments in general barriers to including students with visual impairments in general physical education. physical education. Adapted Physical Activity Quarterly, 19, Adapted Physical Activity Quarterly, 19, 365–365–378. 378. Lieberman, L. J., & McHugh, E. (2001). Health-related fitness of Lieberman, L. J., & McHugh, E. (2001). Health-related fitness of children who are visually impaired. children who are visually impaired. Journal of Visual Impairment & Journal of Visual Impairment & Blindness, 95, Blindness, 95, 272–286. 272–286. Lieberman, L., & Stuart, M. (2002) Self-determined recreational Lieberman, L., & Stuart, M. (2002) Self-determined recreational and leisure choices of individuals with deaf-blindness and leisure choices of individuals with deaf-blindness . Journal of . Journal of Visual Impairment & Blindness, 96, Visual Impairment & Blindness, 96, 724–735. 724–735. Ponchillia, P. E., Strause, B., & Ponchillia, S. V. (2002). Athletes Ponchillia, P. E., Strause, B., & Ponchillia, S. V. (2002). Athletes with visual impairments: Attributes and sports participation. with visual impairments: Attributes and sports participation. Journal of Visual Impairment & Blindness, 96, Journal of Visual Impairment & Blindness, 96, 267–272. 267–272. Winnick, J. (1985). The performance of visually impaired Winnick, J. (1985). The performance of visually impaired youngsters in physical education activities: Implications for youngsters in physical education activities: Implications for mainstreaming. mainstreaming. Adapted Physical Activity Quarterly, 2 Adapted Physical Activity Quarterly, 2 , 292–299. , 292–299.

Let’s end with some introspective thoughtsLet’s end with some introspective thoughts

Greetings, while I don’t have any sort of education-based material Greetings, while I don’t have any sort of education-based material for you, I can speak from the voice of experience.  Being totally for you, I can speak from the voice of experience.  Being totally blind, and having been always fairly physically active, I can tell blind, and having been always fairly physically active, I can tell you that the underlying message that you can impart to these you that the underlying message that you can impart to these phys-ed teachers is:  “physical fitness is one of the greatest gifts phys-ed teachers is:  “physical fitness is one of the greatest gifts you can give to your vision impaired students.”  I was very you can give to your vision impaired students.”  I was very fortunate to have had family and teachers who took the time to fortunate to have had family and teachers who took the time to make sure that I was physically active and included in general make sure that I was physically active and included in general phys-ed classes as much as possible.  Engaging the student’s phys-ed classes as much as possible.  Engaging the student’s hands and body limbs at a young age is key when getting them hands and body limbs at a young age is key when getting them interested in physical activity and the environment around them.  interested in physical activity and the environment around them.  Also, for the adaptive phys-ed teacher, have them spend a class Also, for the adaptive phys-ed teacher, have them spend a class explaining and having the child participate in aspects of games explaining and having the child participate in aspects of games like football or baseball.  I had a wonderful teacher in elementary like football or baseball.  I had a wonderful teacher in elementary school who spent a whole class period outside with me and a school who spent a whole class period outside with me and a football that beeped explaining to me all the aspects of the game football that beeped explaining to me all the aspects of the game of football and teaching me how to throw a football.  He did the of football and teaching me how to throw a football.  He did the same with a baseball and bat as well.  He did so because he knew same with a baseball and bat as well.  He did so because he knew how badly I wanted to experience playing these games, and I’ll how badly I wanted to experience playing these games, and I’ll always be eternally grateful for him doing so.always be eternally grateful for him doing so.

From here to competition… From here to competition… Also, strength training, wrestling, and a variety of different Also, strength training, wrestling, and a variety of different Martial Arts are wonderful activities for laying a healthy Martial Arts are wonderful activities for laying a healthy fitness-based foundation for these students; be careful with fitness-based foundation for these students; be careful with the strength training with younger students who are still the strength training with younger students who are still growing.  Feel free to contact me off list to further discuss, growing.  Feel free to contact me off list to further discuss, or you can check out the personal section of my company or you can check out the personal section of my company website for more of my thoughts regarding physical fitness website for more of my thoughts regarding physical fitness and blindness.and blindness.And, I echo your sentiments about blind students And, I echo your sentiments about blind students surpassing their sighted peers.  I’ll never forget one surpassing their sighted peers.  I’ll never forget one wrestling match that I had in high school where I pinned my wrestling match that I had in high school where I pinned my opponent within 45 seconds; it’s pretty funny when a 16 opponent within 45 seconds; it’s pretty funny when a 16 year old goes back to his teammate in tears because he year old goes back to his teammate in tears because he lost to a blind guy—smiles!  And what a confidence builder lost to a blind guy—smiles!  And what a confidence builder that was for me—it set the tone for the rest of the wrestling that was for me—it set the tone for the rest of the wrestling season, and was one of the events that laid the foundation season, and was one of the events that laid the foundation for me to know in my heart that I can compete with my for me to know in my heart that I can compete with my sighted peers on any level and succeed.sighted peers on any level and succeed.