Physical Ac t iv i t y + Mobi l i t yAndrew Barnes and Susanne Siepl-CoatesK ansas State Univers i t y D epar tment of Architec tureSpr ing 2010

Designing for in dual sensory impaired young adultsabstrac t

goals

physical ac t iv i t y

sensor y exper ience

enabl ing equipment

separat ion of bui ld ing e lements

When investigating what types of spaces best encourage physical activity, it was discovered that spaces with a direct visual connection to the outdoors were more appealing and therefore more likely to be utilized for physical activity than interior rooms with no visual access to nature (Zimring, 2005). In designing for dual sensory impaired individuals, this can translate into providing generous amounts of windows in activity areas. The exterior spaces immediately adjacent must be pleasant as well. A view into a grove of trees or a lake is more desirable than a view of a parking lot

Provide a large area where dual sensory impaired individuals can play. Studies have revealed that sensory and physically impaired young people can find personal empowerment and increased confidence as a result of participation in sport and physical activity (Blinde, 1999). A space should be provided large enough for several individuals to engage in group play. In addition, a protected environment can be provided where one does not have to worry about injury. This allows the sensory-impaired individual to experience a freedom of movement not achievable during normal travel. Activity areas should be located adjacent to major circulation spaces. Views into activity areas should be accessible from the circulation space (Zimring, 2005).

Due to their condition, dual sensory impaired individuals can lack confidence in their abilities. This can prevent them from attempting to be involved in any sort of physical activity. It is necessary for them to develop their confidence in their abilities (Blinde, 1999). Provide for a type of physical activity that would have been un-achievable otherwise. For example, at the Hazelwood School in Glasgow, specialized playground equipment was provided to allow children to be active in ways in which they would otherwise be unable.

Separating the building program results in greater distances needing to be traveled. By spreading a building out over a site, the amount of walking (the most common form of physical activity) will be increased. Studies have found that even mild increases in amount of walking results in significant health improvements (Zimring, 2005).

The German artist Hugo Kukelhaus designed “stations” which address specific senses. The participation in these stations by individuals with sensory impairments can provide an avenue to explore aspects of their abilities otherwise un-experienced (Luescher, 2006). The image on the left depicts the “balance disk” station. A dual sensory impaired individual would be able to fully participate in this activity, it requires neither hearing nor sight. A better understanding and comfort with their bodies can result.

Ayvazoglu, Nylan R., Hyun-Kyoung Oh, and Francis M. Kozub. Explaining Physical Activity in Children With Visual Impairments: A Family Systems Approach. Exceptional Children. Winter 2006.

Blinde, Elaine M., and Diane E. Taub. Personal Empowerment Through Sport and Physical Fitness Activity: Perspectives from Male College Students With Physical and Sensory Disabilities. Journal of Sports Behavior. June 1999. 181.

Buell, Charles E. Physical Education For Blind Children Second Edition. Springfield, Illinois: Charles C Thomas Publisher, 1983. Katzmarzyk, Peter T., Norman Gledhill, and Roy J. Shephard. The Economic Burden of Physical Inactivity in Canada Canadian Medical Association Journal. Nov. 28 2000. 163.

Leuscher, Andreas. Experience Field for the Development of the Senses: Hugo Kukelhaus’ Phenomenology of Consciousness. Journal Compilation. Blackwell Publishing, Ltd. 2006. 67-73.

Nellist, Ivan. Planning Buildings for Handicapped Children. St. Alban’s: Crosby Lockwood and Son, Ltd. 1970.

Zimring, Craig, Anjali Joseph, Gayle L. Nicoll, Sharon Tsepas. Influences of Building Design and Site Design on Physical Activity. American Journal of Preventative Medicine. 2005. 186-192.

Images:

Layoutsville.com “Nature 6.” Photo. layoutsville.com 2007-2008. 10 Feb. 2010. <http://www.layoutsville.com/graphics/c/6/Nature_Backgrounds/1>.

Leuscher, Andreas. “Balance Disk.” Photo. Leuscher, Andreas. Experience Field for the Development of the Senses: Hugo Kukelhaus’ Phenomenology of Consciousness. Journal Compilation. Blackwell Publishing, Ltd. 2006. 72.

Galli, E. “Garden Gate.” Photo. atask.k12.ca.us 10 Feb. 2010. 10 Feb. 2010. <http://www.atas.k12.ca.us/ausd/ahs/academics/GATE/gate.html>.

JB Steel Fabricators. “Wood Fence.” Photo. jb-steel-fabricators.scotland.co.uk 2009. 10 Feb. 2010. 10 Feb. 2010. <http://www.jb-steel-fabricators-scotland.co.uk/fencing.html>.

* all other images/diagrams by author.

Determine what types of built environments would increase physical activity in dual sensory impaired young adults.

Determine the types of built environments that would improve mobility in dual-sensory impaired young adults.

“Improved quality of life, increased attention, psychological health, and even the development of basic functional living skills are further believed to be related to maintaining a regimen of appropriate levels of physical activity.” (Ayvazoglu 2006)

“As a risk factor for several chronic diseases, physical inactivity can potentially be a substantial public health burden.” (Katzmarzyk 2000)

Regular physical activity aids in human development, improves quality of life, increases attention, improves psychological health and leads to the development of basic living skills (Avyazoglu, 2006). Regular physical activity and a stimulating, accommodating environment improve physical health as well as emotional and social health (NY State Technical Assistance Project). Physical activity is particularly important for dual sensory impaired individuals because daily life places a greater physical demand on them than it does on sighted, able-bodied individuals (Buell, 1983). Dual-sensory impaired persons are disadvantaged in learning normal physical habits because they must push their bodies harder than able-bodied persons to develop the strength necessary to perform even basic physical activities. Physical activity as relating to deaf-blind individuals may simply be the ability to cope with, exist in, and interact confidently with people and the surrounding environment (natural or built). Thus, interior and exterior spaces of facilities for deaf-blind individuals must encourage active and mobile lifestyles. For example, Nellist argues that access to the

outdoors from every room should be encouraged (Nellist 1970). Mobility; the ability to successfully navigate the environment to get from one place to another, is an important aspect of an active life. The focus of this investigation is to answer the question: how can a residential facility encourage mobility and active behavior for dual sensory impaired individuals? The purpose of the investigation is to develop new knowledge for the design of state-of-the-art residential facilities for severely dual-sensory impaired persons.

mobi l i t y

process

referencesThe exploration began by studying research regarding physical activity in general and then proceeded to study physical activity and its relation to dual sensory impaired individuals. Many benefits and design guidelines were discovered. It is the task of the designer of any building for this user group to synthesize the information and incorporate it into any design for dual sensory impaired individuals. As much research has shown, quality of life improves with increased levels of physical activity. This is especially important for dual sensory impaired individuals, as they have fewer opportunities to be physically active. A home for dual sensory impaired individuals can improve their quality of life through designing to increase their physical activity, but also through designing the home to accommodate and improve all aspects of life. Physical activity is important, but there are many more factors involved in the creation of such a home. The opportunity is great, and the findings of this research endeavour can give guidance to the design of a supportive and challenging residence.

www.theglasgowstudio.org

summar y

landmarks / shorel ines

A LANDMARK is defined as an object or environmental feature that identifies a particular position in a route (Ayvazoglu, 2006).

Ensure indoor and outdoor environments for dual sensory impaired individuals have features which would allow a visually impaired individual to identify their location. This can take the form of a gate, a post, pole, column, corner, etc. Deliberate attention should be paid to provide such landmarks.

A SHORELINE is defined as an object or environmental feature that may give the traveler who is visually impaired continuous information while traveling between two landmarks (Ayvazoglu, 2006).

As a person with visual impairments travels across an open space, or even a hallway, he or she is constantly receiving information from the immediate surroundings usually through the use of a cane. This can be through a fence, wall, curb, change in texture, etc. When designing for dual sensory impaired individuals, ensure that edges, walls and material changes provide assistance to the individual as they traverse space.

or ientat ion devices design synthesis

l ight

color

volume

materials (sound absorption)

When originating from a specific point, natural light can serve as an orientation device within an interior space. The contrast of light and dark is an effective visual tool for individuals with low vision.

Glasgow visit initial researchDEFINE user

Hazelwood House

Individuals with low sight have the ability to distinguish color. Employing color strategically within the interior environment can allow individuals to recognize certain walls or areas as visual landmarks which will increase their sense of orientation.

The contrast between low volume and high volume of space is detectable to dual sensory impaired individuals. The sound quality in a large space is different from a low-ceiling area. This can be another tool to signal to the individual that they are passing from one area into another.

Some materials absorb sound, some reflect it. A room with a carpeted floor sounds different than a room with a concrete floor. This can assist individuals with partial hearing. Texture can also be an orientation device. A change in floor texture can signal arrival in a new space.

ex ter ior v iews/pleasant spaces

areas for p lay

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Textured shoreline for trailing along hallway

The corner is emphasized to provide an identifiable

landmark at spatial transition.

Door is of a dark material, surrounding wall is white. The resulting contrast makes the door easily discoverable to individuals with low vision.

Increase in spatial volume

Glazing lets in large amount of

natural light, giving the space a different light quality than the hallway.

A strong color is used for the wall, visible from a distance.

circulation

views into activity space

direct connection to natural environment

plan diagram

physical activity area

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