Physical Education and Leisure Time Activities Among Pupils With and Without Hearing Loss
DOI:
https://doi.org/10.17309/tmfv.2021.2.10Keywords:
lower secondary school, special education, opinion, feelings, leisure time, sportAbstract
The objective of this study was to analyse differences among Czech pupils’ with/without hearing loss related to feelings and opinions on physical education classes; sport preferences in physical education classes; and leisure time activities at the lower secondary schools for the deaf.
Materials and methods. Participants were 83 pupils with hearing loss (n = 41; 49.4%) and pupils without hearing loss (n = 42; 50.6%); an average age of them was 14.3 ± 1.3 years. The non-parametric Mann-Whitney U-test, Fisher exact test, Chi-square test were used for statistical analyses. For calculation of effect size coefficient abs(r) was used. All tests were performed at a level of 0.05.
Results. Pupils without hearing loss are more likely to express disappointment due to cancellation of a physical education class than pupils without hearing loss (Z = –2.168; p = 0.029). A statistically significant difference was found in preference for the various physical education activities and in leisure activities, where pupils without hearing loss prefer dancing (χ2 = 8.622; p = 0.003), whereas pupils with hearing loss prefer volleyball (χ2 = 14.833; p = 0.00001). In terms of leisure time activities, pupils with hearing loss spent their leisure time watching television significantly more often (χ2 = 5.198; p = 0.023).
Conclusion. Both groups do not differ in feelings and opinions on physical education in terms of popularity, difficulty, importance, effort during physical education. On the contrary, differences in feelings associated with the cancellation of physical education or preference of activities in physical activities in physical education and leisure time appeared.
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References
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Kurková, P. Nemček, D., & Labudová, J. (2015). Pupils with sensory disabilities in Physical Education classes: Attitudes and preferences. Acta Gymnica, 45(3), 139-145. https://doi.org/10.5507/ag.2015.015
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Jaarsma, E. A., Dekker, R., Koopmans, S. A., Dijkstra, P. U., & Geertzen, J. H. B. (2014). Barriers to and facilitators of sports participation in people with visual impairments. Adapted Physical Activity Quarterly, 31, 240-264. https://doi.org/10.1123/apaq.2013-0119
Constantinides, P., & Silverman, S. (2018). Cypriot urban elementary students’ attitude toward physical education. Journal of Teaching in Physical Education, 37, 69-77. https://doi.org/10.1123/jtpe.2016-0235
Kurková, P., & Nemček, D. (2016). Attitudes of students with disabilities towards physical education lessons: Reasons for their indifference and preference for leisure time activities. Journal of Physical Education and Sport, 16(1), 222-229. https://doi.org/10.7752/jpes.2016.01035
Stough, T., Ceulemans, K., Lambrechts, W. & Cappuyns, V. (2016), Assessingsustainability in higher education curricula: A critical reection on validity issues. Journal of Cleaner Production, 172, 4456-66. https://doi.org/10.1016/j.jclepro.2017.02.017
Nemček, D.(2014). Štruktúra voľnočasových aktivít mládeže s telesným postihnutím [The structure of leisure time activities in children with physical disabilities]. Telesná výchova a šport [Physical Education and Sport], 24(1), 11–14.
Ochoa-Martínez, P. Y., Hall-López, J. A., López, A. A. C., Castro, Z. E. R., Buñuel, P. S.-L., & García, C. C. (2019). Análisis comparativo de un programa educación física en niños con discapacidad auditiva sobre la edad motora equivalente [Comparative analysis of the effect of physical education program of motor age equivalent in children with hearing disability]. Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación, 35(1), 310-313. https://doi.org/10.47197/retos.v0i35.67190
Van der Straaten, T. F. K., Rieffe, C., Soede, W., Netten, A. P., Dirks, E., Oudesluys-Murphy,…Frijns, J. H. M. (2020). Quality of life of children with hearing loss in special and mainstream education: A longitudinal study. International Journal of Pediatric Otorhinolaryngology, 128, 109701. https://doi.org/10.1016/j.ijporl.2019.109701
Ellis, M. K., Lieberman, L. J., & Dummer, G. M. (2014). Parent influences on physical activity participation and physical fitness of deaf children. Journal of Deaf Studies and Deaf Education, 19(2), 270-81. https://doi.org/10.1093/deafed/ent033
Hartman, E., Houwen, S., & Visscher, C. (2011). Motor Skill Performance and Sports Participation in Deaf Elementary School Children. Adapted Physical Activity Quarterly, 28(2), 132-145. https://doi.org/10.1123/apaq.28.2.132
Kurková, P. (2015). Emotions in the physical activities of Czech students who are deaf or hard of hearing in general and special education. Journal of Physical Education and Sport, 15(4), 823-828. https://doi.org/10.7752/jpes.2015.04126
Marmeleira, J., Laranjo, L., Bravo, J., & Menezes, D. (2019). Physical Activity Patterns in Adults who are Deaf. European Journal of Adapted Physical Activity, 12(1), 1-10. https://doi.org/10.5507/euj.2019.002
Cheung, P. (2019). Teachers as role models for physical activity: Are preschool children more active when their teachers are active? European Physical Education Review. https://doi.org/10.1177/1356336X19835240
Kurková, P., Scheetz, N. A., & Stelzer, J. (2010). Health and physical education as an important part of school curricula: A comparison of schools for the deaf in the Czech Republic and the United States. American Annals of the Deaf, 155(1), 78-87. https://doi.org/10.1353/aad.0.0132
Kurková, P., & Sigmund, E. (2010). Tělesná výchova a preference volnočasových aktivit u žáků se sluchovým postižením [Physical education and leisure-time preferences of students who are deaf or hard of hearing]. Tělesná kultura, 33(1), 7-25. https://doi.org/10.5507/tk.2010.001
Li, C., Haegele, J. A., & Wu, L. (2019). Comparing physical activity and sedentary behavior levels between deaf and hearing adolescents. Disability and Health Journal 12(3), 514-518. https://doi.org/10.1016/j.dhjo.2018.12.002
Czech Statistical Office, 2018. Minisčítání 2018 [Mini counting 2018]. https://vdb.czso.cz/mini_2018/vysledky.jsp?kr=x&o=5&u=1&m=6
Kurková, P., & Nemček, D. (2018). Preferences and reasons for the lack of interest of Czech teenagers with sensory disabilities in physical education classes. Physical Activity Review, 6, 171-180. https://doi.org/10.16926/par.2018.06.22
Kurková, P., & Langová, K. (2021). Predictors of physical education class and leisure-time preferences of teenagers who are deaf or hard of hearing. American Annals of the Deaf, 166(1), 31-48. https://doi.org/10.1353/aad.2021.0009
Engel-Yeger, B., & Hamed-Daher, S. (2013). Comparing participation in out of school activities between children with visual impairments, children with hearing impairments and typical peers. Research in Developmental Disabilities, 34(10), 3124-3132. https://doi.org/10.1016/j.ridd.2013.05.049
European Commission. (2018). The structure of the European education systems 2018/19: Schematic diagrams. https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/the_structure_of_the_european_education_systems_201819_schematic_diagrams_-_final_report.pdf
Zákon č. 561/2004 Sb., o předškolním, základním středním, vyšším odborném a jiném vzdělávání (školský zákon) [Act No 561/2004 Coll., On Preschool, Primary, Secondary, Tertiary, Vocational, and Other Education], 2004.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New York: Academic Press.
Kurková, P. Nemček, D., & Labudová, J. (2015). Pupils with sensory disabilities in Physical Education classes: Attitudes and preferences. Acta Gymnica, 45(3), 139-145. https://doi.org/10.5507/ag.2015.015
Hrabal, V., & Pavelková, I. (2010). Jaký jsem učitel [What type of teacher I am]. Prague, Czech Republic: Portál.
Antala, B., Šimonek, J., Čilík, I., Labudová, J., Medeková, H., Bebčáková, V., … Melek, P. (2012). Telesná a športová výchova v názoroch žiakov základných a stredných škôl [Physical and sports education as reflected in opinions of pupils of the elementary and secondary schools]. Bratislava, Slovakia: End.
Jaarsma, E. A., Dekker, R., Koopmans, S. A., Dijkstra, P. U., & Geertzen, J. H. B. (2014). Barriers to and facilitators of sports participation in people with visual impairments. Adapted Physical Activity Quarterly, 31, 240-264. https://doi.org/10.1123/apaq.2013-0119
Constantinides, P., & Silverman, S. (2018). Cypriot urban elementary students’ attitude toward physical education. Journal of Teaching in Physical Education, 37, 69-77. https://doi.org/10.1123/jtpe.2016-0235
Kurková, P., & Nemček, D. (2016). Attitudes of students with disabilities towards physical education lessons: Reasons for their indifference and preference for leisure time activities. Journal of Physical Education and Sport, 16(1), 222-229. https://doi.org/10.7752/jpes.2016.01035
Stough, T., Ceulemans, K., Lambrechts, W. & Cappuyns, V. (2016), Assessingsustainability in higher education curricula: A critical reection on validity issues. Journal of Cleaner Production, 172, 4456-66. https://doi.org/10.1016/j.jclepro.2017.02.017
Nemček, D.(2014). Štruktúra voľnočasových aktivít mládeže s telesným postihnutím [The structure of leisure time activities in children with physical disabilities]. Telesná výchova a šport [Physical Education and Sport], 24(1), 11–14.
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Published
2021-06-25
How to Cite
Změlíková, A., & Kurková, P. (2021). Physical Education and Leisure Time Activities Among Pupils With and Without Hearing Loss. Physical Education Theory and Methodology, 21(2), 167–172. https://doi.org/10.17309/tmfv.2021.2.10
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