"Where I Didn't Have to Hear Anything, and I Could Just Run": The Lived Sport Experiences of Deaf or Hard of Hearing Collegiate Athletes.

Accessible and inclusive participation in sport can provide significant physical, psychological, and social benefits to Deaf or hard of hearing (D/HH) athletes. To understand how to facilitate these benefits, the researchers explored the lived physical education and sport experiences of D/HH collegiate athletes. Six athletes representing six sports were recruited and interviewed. Utilizing an interpretative phenomenological analysis approach to guide data collection, analysis, and interpretation, the researchers found five major themes: Self-Advocating for Awareness, Finding Meaningful Conversations, Overcoming Challenges, Seeking Community Connection, and Escaping Through Physical Activity. These themes illustrate the influence of accessibility and inclusion on the participants' sport experiences as well as the impact of the disability awareness of their coaches and peers. D/HH athletes and their coaches and teammates should work to overcome barriers to accessibility and inclusion to ensure the maximum benefit of being on a college sports team.

"You Feel a Sense of Accomplishment": Outdoor Adventure Experiences of Youths with Visual Impairments during a One-Week Sports Camp.

There are many cognitive, physical, and social-emotional benefits for youths from participating in outdoor adventure activities. However, youths with visual impairments are not given the same opportunities to participate in outdoor adventure activities as their peers without disabilities. The purpose of this study was to examine the outdoor adventure experiences of youths with visual impairments participating in a week-long sports camp. Thirty-seven youths with visual impairment (ages 9-19 years) attending a one-week sports camp participated in this study. Participants engaged in a variety of outdoor adventure activities throughout the week of camp (e.g., sailing, hiking, rock climbing, biking, kayaking). Participants provided written accounts about their outdoor adventure experiences and were observed throughout the week during each activity to examine instructional strategies and task modifications. Additionally, 10 randomly chosen athletes, their one-on-one coaches, and five outdoor recreation specialists participated in focus group interviews. The data analysis revealed three major themes: (1) Benefits, (2) Support, and (3) Barriers. The subthemes of benefits were enjoyment, independence, and relationships; the subthemes of support were instructional strategies and task modifications; and subthemes for barriers were fear and anxiety, exclusion and low expectations, and lack of equipment. These findings support the inclusion of youths with visual impairments in all outdoor adventure programming with appropriate instruction and modification.

The effectiveness of Collaborative Online International Learning (COIL) on intercultural competence development in higher education.

In this study we measured the effect of COIL on intercultural competence development using a quasi-experimental design. Our sample consisted of 108 undergraduate students from two universities, one located in the Netherlands (NL) and one in the United States (US). Students' self-reported intercultural competence was measured using a pre-post survey which included the Cultural Intelligence Scale (CQS) and Multicultural Personality Questionnaire (MPQ). Qualitative data were collected to complement our quantitative findings and to give a deeper insight into the student experience. The data showed a significantly bigger increase in intercultural competence for the US experimental group compared to the US control group, supporting our hypothesis that COIL develops intercultural competence. This difference was not observed for the NL students, possibly due to the NL control group being exposed to other international input during the course. Supplementary Information: The online version contains supplementary material available at 10.1186/s41239-022-00373-3.

"Moving Freely in Space with Power and Not Be Afraid": An Interpretative Phenomenological Analysis of the Experiences of Elite Rowers with Visual Impairment.

Due to the accessibility of the sport of rowing for individuals with visual impairment (VI), rowers with VI are a unique population because they have the potential to be just as competitive outside of Para-rowing as sighted rowers. The purpose of this study was to explore the lived experiences of elite rowers with VI in relation to the benefits and challenges of those experiences as well as their peer and coach relationships. Adopting an Interpretative Phenomenological Analysis (IPA) approach to guide data collection, analysis, and interpretation, eight participants with VI who rowed on the national level or higher were recruited and interviewed. The analysis identified four major themes: Empowerment Through Rowing, Rowing Through Feel, Changing Perceptions, and Forming Influential Relationships. The identified themes illustrate the influence of rowing upon the participants' lives, careers, and successes, as well as the disability awareness of the coaches and peers influencing their experiences.

Exploring the Experiences of Runners with Visual Impairments and Sighted Guides.

Running is a popular sport, and, with simple modifications, it can be accessible for individuals with visual impairments, particularly with a sighted running guide. The purpose of this study is to examine the experiences of runners with visual impairments and sighted running guides. Adopting a descriptive qualitative approach to guide data collection analysis and interpretation, seven runners with visual impairments and four sighted running guides were recruited and interviewed. The analysis identified four major themes: (1) benefits, (2) barriers, (3) advocacy, and (4) communication. The identified themes illustrate the influence of participation in running on the health and relationships of the runners with visual impairments, the barriers that exist to participation, and the advocacy and communication needed to overcome those barriers.

A Qualitative Inquiry of a Three-Month Virtual Practicum Program on Youth with Visual Impairments and Their Coaches.

Research has shown that the practicum experience for professional preparation students in physical education teacher education programs related to teaching youth with disabilities can improve self-efficacy. It is not currently known if a virtual program can be effective for the professional preparation students or the participants. The objective of this study was to determine the experiences of the participants of a three-month virtual practicum program. In this phenomenological study, thirty youth with visual impairments and 1:1 professional preparation students (coaches) took part in a three-month virtual physical activity program. A total of 11 coaches took part in 2 focus groups, and 10 of the participants were interviewed about their experiences in this unique practicum. Findings in this three-month program revealed four themes: (1) friendship, (2) self-determination, (3) goal setting, and (4) barriers. The results of the qualitative inquiry indicate that a virtual practicum program can have a positive effect on both the participants and the professional preparation students. Virtual programs should also be aware of barriers to implementing an effective program to benefit all parties.

Affordances for Motor Development in the Home Environment for Young Children with and without CHARGE Syndrome.

Affordances in the home environment are critical to early motor development. Currently, the home environment has not been examined in children with deafblindness or severe disabilities. The present study examined differences in, and relationships between, the home environment and motor development in children with and without CHARGE syndrome. CHARGE syndrome is a low-incidence, complex disorder with sensory and motor impairments. Participants included 28 parents of children with CHARGE syndrome and 32 parents of children without disabilities. Children with CHARGE syndrome achieved motor milestones significantly later and had fewer outside space affordances than children without disabilities. Older children had a greater variety of stimulation and fine motor toys, and those that achieved independent walking later had more outside space and fine and gross motor toys. Early experiences may be more important for children with CHARGE syndrome than children without disabilities. Moreover, parents can play a vital role in their children's motor development to help them reach their motor milestones.

Gross motor skill performance in children with and without CHARGE syndrome: Research to practice.

BACKGROUND: CHARGE syndrome is a multifaceted syndrome of complex birth defects. The heterogeneous nature of children with CHARGE syndrome brings unique issues and challenges affecting the overall motor development of the child, often resulting in developmental delays including motor delays. AIMS: The purpose of this research was to assess children with CHARGE Syndrome on locomotor and object control skills to better understand their motor development. This information is relevant to adapted physical education teachers, paraeducators, vision teachers, health care professionals (occupational therapists, physical therapists, and physicians) and parents and family members of children with CHARGE Syndrome. METHODS AND PROCEDURES: Thirty-seven children with CHARGE syndrome and thirty peers without disabilities participated in the study. Each participant was assessed on two object control and three locomotor skills with modifications, if necessary. In addition, the age of onset of independent walking was recorded for each participant. OUTCOME AND RESULTS: Children with CHARGE syndrome performed significantly behind their same age peers in most gross motor skills with the biggest deficits found in the run and kick. Age of onset of walking was associated with performance in jumping, running, and throwing. CONCLUSIONS AND IMPLICATIONS: Early intervention services should focus on gross motor skills such as throwing, kicking, as well as walking at an early age.

The Effectiveness of Neuromuscular Electrical Stimulation in Improving Voluntary Activation of the Quadriceps: A Critically Appraised Topic.

Clinical Scenario: Orthopedic knee conditions are regularly treated in sports-medicine clinics. Rehabilitation protocols for these conditions are often designed to address the associated quadriceps strength deficits. Despite these efforts, patients with orthopedic knee conditions often fail to completely regain their quadriceps strength. Disinhibitory modalities have recently been suggested as a clinical tool that can be used to counteract the negative effects of arthrogenic muscle inhibition, which is believed to limit the effectiveness of therapeutic exercise. Neuromuscular electrical stimulation (NMES) is commonly accepted as a strengthening modality, but its ability to simultaneously serve as a disinhibitory treatment is not as well established. CLINICAL QUESTION: Does NMES effectively enhance quadriceps voluntary activation in patients with orthopedic knee conditions? Summary of Key Findings: Four randomized controlled trials (RCTs) met the inclusion criteria and were included. Of those, 1 reported statistically significant improvements in quadriceps voluntary activation in the intervention group relative to a comparison group, but the statistical significance was not true for another study consisting of the same sample of participants with a different follow-up period. One study reported a trend in the NMES group, but the between-groups differences were not statistically significant in 3 of the 4 RCTs. Clinical Bottom Line: Current evidence does not support the use of NMES for the purpose of enhancing quadriceps voluntary activation in patients with orthopedic knee conditions. Strength of Recommendation: There is level B evidence that the use of NMES alone or in conjunction with therapeutic exercise does not enhance quadriceps voluntary activation in patients with orthopedic knee conditions (eg, anterior cruciate ligament injuries, osteoarthritis, total knee arthroplasty).

Differences in children's thinking and learning during attentional focus instruction.

Considerable evidence supports the motor learning advantage associated with an external focus of attention; however, very few studies have investigated attentional focus effects with children despite individual functional constraints that have the potential to impact use of instructional content. Thus, the purpose of this study was to determine the effect of attentional focus instruction on motor learning in children. Participants (n=42) aged 9-11years were randomly assigned to one of three gender-stratified groups: (1) control, (2) internal focus, or (3) external focus. Following initial instructions and task demonstration, participants performed 100 modified free throws over two days while receiving additional cues respective to their attentional focus condition and returned approximately 48h later to perform 20 additional free throws. Results revealed no significant learning differences between groups. However, responses to retrospective verbal reports suggest that the use of external focus content during practice may have contributed to some participants' superior performance in retention. Future research should continue to examine attentional focus effects across a variety of ages and incorporate retrospective verbal reports in order to examine children's thoughts during attentional focus instruction.

External-Focus Feedback Benefits Free-Throw Learning in Children.

PURPOSE: Considerable research supports the motor-learning advantage associated with an external focus of attention; however, very few studies have attempted to generalize these findings to children especially with attentional focus feedback. Therefore, the purpose of this study was to determine the effect of attentional focus feedback on motor learning in children. METHOD: Boys (n = 14) and girls (n = 14) aged 9 to 11 years old were randomly assigned to 1 of 2 gender-stratified groups: (a) internal-focus feedback or (b) external-focus feedback. Following initial instructions and task demonstration, participants performed 100 modified free throws over 2 days while receiving feedback statements respective to their attentional focus condition. Approximately 24 hr later, participants performed a retention test consisting of 20 additional free throws. Participants were also asked to respond to a retrospective verbal report at the end of each day to serve as a manipulation check. RESULTS: Results of the analysis revealed a statistically significant learning advantage for participants receiving external-focus feedback, and retrospective verbal reports provide support for the self-invoking trigger and constrained action hypotheses. CONCLUSIONS: Future research should continue to incorporate retrospective verbal reports and explore potential causal links between internal attentional focus and self-evaluation.