OVERVIEW OF CWVI AND THEIR SPECIFIC NEEDS IN SPORTS

Visual Impairment is defined by the World Health Organization (WHO, 2023) as a decrease in or restriction of visual acuity and/or visual field.

Legally, a blind person is a person whose vision, even with a visual aid, such as glasses, is 20/200 or less in the best-seeing eye. Additionally, people with around 20.70 to 20/200 vision are called low vision (WHO, 2018). Estimations indicated that 217 million people worldwide have moderate to severe visual impairment, and about 36 million are blind (Oleszkiewicz, Pisanski, Sorokowska, 2017).

For more information, read our Booklet on Best Practices for Involving Children With Visual Impairments in Sports Activities.

Children with visual impairments often face significant barriers to participating in physical activity and sports. These challenges can lead to social isolation, reduced physical development, and an increased risk of exclusion from group activities.

Although several initiatives have been introduced to promote inclusion through adaptive physical education and sport-specific programs, there remains a lack of comprehensive research evaluating their impact, particularly in light of the changes brought about by the COVID-19 pandemic (Alcaraz-Rodríguez V., et al. 2021).

A review study conducted in 2021 aimed to provide substantial evidence regarding the characteristics and effectiveness of programs designed to include individuals with visual impairments in physical activities and sports, highlighting the urgent need for knowledge sharing in this field. The key findings revealed that these programs improve the self-perception of individuals with disabilities, promote social skills and health, and enhance the social value of individuals with disabilities within their communities.

Among the overall conclusions were the need for specialized training, the significance of social inclusion, and the active engagement of individuals with visual impairments in their environments, as well as an increase in their levels of physical activity.

Common Misconceptions About CWVI in Sports

“Blind children can’t play sport… can they?”

One of the most persistent barriers is the misconception that children who are blind or visually impaired cannot participate in sports. This belief often stems from a lack of understanding and exposure rather than actual limitations.

Other common myths include:

• They have limited coordination and therefore cannot compete. Individuals with visual impairments often face varying degrees of coordination challenges affecting their ability to engage in sports. A study (Rutkowska, I., et al., 2016) was conducted to evaluate bilateral coordination in children and adolescents with visual impairments, aged 7 to 18, compared to their sighted peers. The research also aimed to examine the potential influence of sex and age on coordination. Results showed that significant visual impairment and the complete absence of visual input had a negative impact on the development of bilateral coordination. However, no significant differences were found based on sex or age.

• They automatically develop compensatory abilities, such as heightened hearing or spatial awareness. The lack of visual experience can lead to either sensory compensation or a failure to calibrate, depending on the nature of the cognitive task involved. Notably, individuals who are blind may display perceptual and cognitive abilities that are on par with – or even superior to – those of sighted individuals, by relying more heavily on their remaining senses. This supports the “compensatory” hypothesis of neuroplasticity. If these adaptive behaviors are closely linked to changes in the brain’s structure and function, then evidence of increased morphological changes, such as greater grey matter volume or structural hypertrophy, and enhanced connectivity, including white matter projections and functional connectivity, may indicate more efficient and well-organized processing both within and between brain regions. From this perspective, neuroplasticity is seen as enhancing coordination between functional systems, ultimately leading to better task performance. On the other hand, diminished perceptual abilities or the absence of compensatory mechanisms would support a “general loss” hypothesis (Bauer, CM., et al., 2017).

• Sports can only be competitive, rather than focusing on fun, health, or skill development.

In reality, children with visual impairments can participate in a wide range of sports and physical activities, especially when these activities are properly adapted. 

Participation not only enhances physical ability but also promotes emotional resilience, independence, and a stronger sense of identity and belonging.

Hearing “you can” instead of “you can’t” can be a powerful motivator. Each small success helps build confidence and reinforces a child’s belief in their own potential.

There are many ways to adapt sports for CWVI.

Physical education and sports programs can be modified in simple but effective ways to include children with visual impairments:

• Use specialized equipment and auditory equipment, such as balls with bells inside.
• Replace standard balls with brightly colored, high-contrast options.
• Mark field or court boundaries with high-contrast tape for greater visibility.
• Introduce non-competitive activities like yoga or dance that focus on movement and rhythm.
• Use sighted guides for walking or running, with verbal communication or tether systems.
• Create sensory-rich obstacle courses using safe materials like pool noodles, tactile surfaces, and tunnels.

With thoughtful modifications and inclusive practices, sports can become a transformative tool for children with visual impairments, supporting not only their physical development but also their social, emotional, and cognitive growth.

More information: Guide Dogs, Physical Education and sport for children with low vision or blindness.