Physical education and leisure time preferences of pupils who are deaf or hard of hearing

• Main Authors: Petra Kurková, Sigmund Erik
• Format: Article
• Language: ces
• Published: Palacký University Olomouc 2010-01-01
• Series: Tělesná Kultura
• Subjects: competitions; deaf; DEMOR; leisure time; physical activity; sport
• Online Access: http://telesnakultura.upol.cz/artkey/tek-201001-0001_TELESNA_VYCHOVA_A_PREFERENCE_VOLNOCASOVYCH_AKTIVIT_U_ZAKU_SE_SLUCHOVYM_POSTIZENIM.php

Education in the Czech Republic in accordance with the current legislation enables the children, pupils and students with disabilities to have equal access to education, where content, forms and methods meet the educational requirements of those individuals. From the point of view of the health aspect in their adulthood, especially the educational fields of health and physical education are crucial for pupils. The purpose of this study was to compare the dimensions of emotional reactions of pupils who are deaf or hard of hearing in schools for the deaf and those compare with integrated pupils who are deaf or hard of hearing at basic school (grades 6th-9th) enrolled in physical education classes. It was also compared preferences in leisure time activities and the knowledge of pupils who are deaf or hard of hearing in both schools settings with regard to sport and sports activities related to this community. Participants in this study were integrated pupils who are deaf or hard of hearing (n = 7), whose average age was 14.43 ± 1.27 years. These pupils were compared with pupils from schools for the deaf (n = 32; age 15.19 ± 1.24 years). At school for the deaf who was evaluated separately, were included 27 pupils who are deaf or hard of hearing (n = 27, age 15.41 ± 1.28 years). The standardized questionnaire DEMOR (dimensions of emotional reactions) was used in data collection. This questionnaire was adapted with regards to conditions of pupils who are deaf or hard of hearing. In presented study positive relationships to physical education in pupils who are deaf or hard of hearing were found. Only at schools for the deaf (not counting school for the deaf, which was evaluated separately) strongly lower negative relationships than in pupils from general schools were found. Those negative attitudes of pupils to physical education could be related to the followings: lower physically fitness and the impact of teachers (these variables were not tested in this study) and the kind of school and curricular orientation. As regard sport initiation, logically pupils who studied at residential school for the deaf initiated into sport by their teacher of physical education. In pupils who are deaf or hard of hearing from general schools their parents had a significant impact in their initiation to sport. Differences found in sport initiation and the organizing of leisure time for pupils who are deaf or hard of hearing from both kinds of schools follow from the different functioning of schools for the deaf. These differences result from historical developments.