The Benefits of Regular Physical Activity on Hearing in Visually Impaired Adolescents

Yüksel, Ramazan; Yıldırım, Serap; Doganay, Songul; Gül, Mustafa; Bingöl, Fatih; Dane, Şenol

doi:10.21601/ejbms/9195

Cited by 6 publications

(1 citation statement)

References 20 publications

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“…However, for people with blindness and visual impairment (BVI) of all ages disability sport and/or regular Physical Activity (PA) are deemed beneficial, promoting their physical and mental health as well as increasing wellbeing and life satisfaction (9). Moreover, regular PA can potentially improve BVI people's spatial orientation skills (10) and their sense of hearing (11). In contrast, international research repeatedly shows that people with disabilities generally show lower levels of PA than people without disabilities (12).…”

Section: Introductionmentioning

confidence: 99%

“If only balls could talk…”: barriers and opportunities to participation for students with blindness and visual impairment in specialized PE

Meier,

Höger,

Giese

2023

Front. Sports Act. Living

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PurposeFor children with blindness and visual impairment (BVI) of all ages, disability sport and/or regular Physical Activity (PA) are deemed beneficial, promoting physical and mental health as well as increasing wellbeing and life satisfaction. In this regard, Physical Education (PE) serves as a foundation to regular and lifelong participation in PA, mainstream and/or disability sport. Research points towards manifold participation barriers for children with BVI in PE, which so far have mainly been investigated in inclusive settings and from the perspectives of sighted parents, teachers and peers. Consequently, people with BVI frequently consider PE a missed opportunity for lifelong PA. As transitioning from general to special schooling deems the only alternative to continue their education, questions arise in how far and in which ways specialized schools manage to accommodate their needs in PE. To address these gaps in literature, we investigated BVI students' perceived opportunities and barriers to participation in PE within a specialized school setting and their imaginations for possible (digital) improvements and solutions.Materials and methodsWithin the framework of Inclusive and Youth Participatory Action Research, we adopted the Mosaic Approach to investigate a sample of 19 students aged 14–20 at lower and upper secondary level in a specialized school in Austria. Data material included audio-recordings of interviews, student-guided school tours, photographs of significant places and objects and field protocols. The analysis was conducted with Interpretative Phenomenological Analysis.Results and conclusionThrough the analysis, we identified three themes. The data material firstly revealed the complex intricacies of how PE teachers can act as facilitators and gatekeepers to autonomous PA. Secondly, material norms function not only as barriers to participation even in a specialized school setting, but also constitute the basis for social hierarchies between students with various degrees of visual impairment. Thirdly, students imagined manifold digital solutions to enhance participation derived from their perceived barriers. The findings contribute to amplifying BVI individuals' voices and provide revealing insights in how participation in PA is enabled and prohibited for students with BVI which can not only help to improve specialized but also inclusive settings.

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Section: Introductionmentioning

confidence: 99%

“If only balls could talk…”: barriers and opportunities to participation for students with blindness and visual impairment in specialized PE

Meier,

Höger,

Giese

2023

Front. Sports Act. Living

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Rapid identification of sound direction in blind footballers

2019

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auditory stimuli between simple and choice RT tasks. For instance, Kida et al. (2005) reported that baseball experts had shorter RTs than tennis players and nonathletes in a Go/Nogo RT task but not in a simple RT task. Blind individuals also showed superior auditory choice RTs compared with sighted individuals in a divided attention task (Kujala et al. 1997) and a spatial attention task (Chen et al. 2006). Moreover, early-blind individuals had shorter RTs than sighted individuals in selective attention tasks, but not in a simple RT task, indicating enhanced attentional performance in early-blind individuals (Collignon and De Volder, 2009; Collignon et al. 2006). Based on previous studies, it was assumed that blind footballers with visual impairments would have shorter auditory choice RTs than sighted nonathletes. Given the superiority of blind footballers in choice RT tasks, it should be determined whether their shorter choice RTs are due to rapid identification of sound direction or faster processing of auditory input and motor output. However, it remains unknown whether blind footballers have shorter auditory simple RTs and choice RTs than sighted athletes, who are required to produce a faster response largely in the visual modality. Taken together, the present study aimed to compare simple RT, choice RT, and response accuracy among blind footballers, sighted footballers, and nonathletes. We hypothesized that blind footballers would have shorter RTs than sighted footballers in the choice RT tasks, but not in the simple RT task. We also hypothesized that blind footballers would show higher overall response accuracy and less front-back confusion. Methods Participants Participants were blind footballers (n = 10; mean age = 27.6 ± 5.3 years; playing experience = 8.0 ± 4.2 years), sighted college footballers (n = 11; mean age = 19.2 ± 1.2 years; playing experience = 12.4 ± 2.2 years), and healthy sighted nonathletes (n = 11; mean age = 22.7 ± 2.9 years; no regular exercise or training), based on the experimental design of the previous study (Campayo-Pierna et al. 2017). The sample size was based on an a priori power analysis for the within-between interaction in a repeated measures ANOVA (estimated effect size of f = .25, α =.

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Physical fitness assessment in Goalball: A scoping review of the literature

Petrigna

Giustino

Zangla

et al. 2020

Heliyon

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Background Goalball is a Paralympic sport for visually impaired athletes. Although it is widely practiced, a great variety of tests are adopted to evaluate athletes' physical fitness. Therefore, the objective was to identify the physical fitness tests adopted in this sport to find the common aspects between them and, eventually, to propose a standard operating procedure. Methods The Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines were adopted. The studies were extracted from PubMed, Web of Science, and Scopus. A selection process by title, abstract, and full-text, according to the inclusion and exclusion criteria, was performed. The results were discussed with narrative synthesis. Results A total of 7 papers and 222 participants were included. A wide variety of tests were adopted and the Brockport Physical Fitness Test (BPFT) was the only battery included to evaluate general athletes' well-being. Conclusions Although few literature exists on Goalball, the BPFT could be the battery for evaluating Goalball athletes though the test battery should be standardized to the characteristics of this sport.

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The Benefits of Regular Physical Activity on Hearing in Visually Impaired Adolescents

Cited by 6 publications

References 20 publications

“If only balls could talk…”: barriers and opportunities to participation for students with blindness and visual impairment in specialized PE

“If only balls could talk…”: barriers and opportunities to participation for students with blindness and visual impairment in specialized PE

Rapid identification of sound direction in blind footballers

Physical fitness assessment in Goalball: A scoping review of the literature

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