A Theory-Based Physical Education Intervention for Adolescents with Visual Impairments

Regular physical activity participation can have a positive impact on overall health. However, school-aged individuals with visual impairments tend to be less physically active than their peers without disabilities (Haegele & Porretta, 2015). Fortunately, preliminary intervention research suggests that physical activity levels of those with visual impairments can be improved (Haegele & Porretta, 2015). For example, Cervantes and Porretta (2013), using a social cognitive theory-based intervention, examined the effect of an after-school physical activity program on adolescents with visual impairments. Their study offered a nine-lesson program to four students at a residential school over a five-week period. Results indicated that leisure-time physical activity levels were enhanced by the intervention (Cervantes & Porretta, 2013).