VERBALISATION OF THE EXERCISES AND INSTRUCTIONS

Educators play a crucial role in making physical activity accessible for children with visual impairments. One of the most effective methods is the use of clear and structured verbal instructions paired with appropriate demonstrations and adaptations.

Children with visual impairments rely heavily on verbal, tactile, and auditory cues to understand and perform movements. Therefore, verbalisation becomes essential – not only to describe the exercise but to build trust, understanding, and independence.

Verbalisation is important because verbal instruction:

• Bridges the gap between visual demonstrations and comprehension.

• Builds a mental model of the movements required.

• Promotes autonomy and engagement by reducing confusion or uncertainty.

• Ensures safety by clarifying space, timing, and action.

Best Practices for Verbalising Movement

Be Specific and Concrete

Avoid ambiguous terms like “over there”, “like this”, or “do it like me”; instead, describe movements in a clear and detailed way. Instead of: “Now turn like this”, try: “Now take a step forward, then rotate your body 90 degrees to your left, facing the wall with the door”.

Use Body-Centered Language

Describe actions in terms of body parts and their orientation.
Example: “Extend your right arm straight forward, parallel to the floor. Keep your elbow slightly bent”.

Incorporate Directional and Environmental References

Guide movements using consistent spatial references such as: “Walk toward the basketball hoop”; “Stand with your back to the mirror and take three steps to your right”.

Use Analogies to Aid Understanding

Analogies link new movements to familiar actions.
Example: “The throwing motion for the javelin is like an overhand throw similar to throwing a ball over a fence”.

Repeat and Rephrase

If a student doesn’t understand at first, rephrase the instruction or break it down into smaller parts. 

Check for Understanding

Pause occasionally and ask the student to repeat the instruction in their own words or describe the movement they are about to execute. This ensures they have internalized the instruction.

In the following video, observe how a coach uses verbalisation to teach correct arm movement in running. Note how the coach:

• Breaks down the movement into simple, sequential steps.
• Uses body-related language.
• Offers rhythmic and timing cues.