PHYSICAL ACTIVITY DURING SCHOOL RECESS AND PHYSICAL EDUCATION AMONG DEAF SCHOOL CHILDREN1

Paulina Yesica Ochoa Martínez,Ana Maria Teixeira,Javier Arturo Hall López

doi:10.1590/1980-54702022v28e0112

Abstract

ABSTRACT: The objective of this study was to determine comparatively the physical activity in Physical Education and school recess of hearing-impaired students in Primary Education. Fifty-eigth Physical Education classes and recess in Primary Education were evaluated in a representative way, in specialized educational institutions for people with hearing disabilities. Physical activity was determined using the system for observing fitness instruction time (SOFIT). Inferential statistics, using the Student’s t-test, reported significant differences with more moderate to vigorous physical activity performed during recess than in Physical Education. The same pattern was identified in schoolchildren without diagnosed disabilities. It is recommended that teachers guide the content for the development of coordinating skills that favor the gross and fine motor conditions of this population, implementing didactic strategies that increase the amount of moderate to vigorous activity in Physical Education that is greater than that performed during recess.

Highlights

IntroductionVigorous to moderate physical activity is considered part of the quality standards in Physical Education, for example, the National Association for Sport and Physical Education (NASPE) recommends Physical Education teachers promote the participation of moderate to vigorous physical activity in students for at least 50% of the total Physical Education class time (Baghurst et al, 2015)
The objective of this study was to determine comparatively the physical activity in Physical Education and school recess of hearing-impaired students in Primary Education
The studies were performed using a comparative descriptive cross-sectional method (Thomas et al, 2015), and were conducted in two educational institutions in Mexicali Baja California, Mexico; that offer specialized education for people with hearing impairment according to the International Classification of Functioning, Disability and Health (ICF) established by the WHO (2013), which has as criteria people with a total or partial deficit of perception that is evaluated with the loss of audio of each ear

Summary

Introduction

Vigorous to moderate physical activity is considered part of the quality standards in Physical Education, for example, the National Association for Sport and Physical Education (NASPE) recommends Physical Education teachers promote the participation of moderate to vigorous physical activity in students for at least 50% of the total Physical Education class time (Baghurst et al, 2015) Regarding school recess, it has been identified as a time frame to promote the practice of physical activity (Baquet et al, 2018; Galbraith & Normand, 2017). Within the Mexican context, research during Physical Education and recess has assessed moderate to vigorous physical activity in students of school-age without the impairment (Hall-López et al, 2017; Hall-López et al, 2018) In this sense, the WHO (2011) refers in the World Report on Disability that the number of people with disabilities is on the rise. This research aims to comparatively determine physical activity during Physical Education class, and recess of students with hearing impairment in primary school

Objectives

Methods

Conclusion