Psychophysical adaptation of visually impaired students through Showdown game

Sergey Kokhan,Nina Vinogradova,Luiza Nadeina,Yana Grabovskaya,Z Kuznetsova,A Gorelov,A Pyanzin,E Vrublevskiy,G Drandrov,I Gibadullin,R Nagovitsyn,B Shustin,A Kuznetsov

doi:10.1051/bioconf/20202600062

Abstract

The article deals with the problem of visual defects compensation for psychophysiological activity and adaptation of students in the process of studying at a university. The aim of the study was to test the effect of showdown training on several indicators of growth in physical activity and capabilities, including psychological adaptation. The data obtained from showdown classes in combination with APE showed a significant decrease in the general experience of students with visual impairment, the quality of interpersonal communication and communication capabilities increased. There was also a significant increase in the range of motion in the joints, an improvement in fine motor skills of the hands, and the rate of hand movements. The results of the experiment show that showdown is a promising effective option for classes and trainings that contribute to the improvement of physical activity, psychological adaptation and a positive effect on physical activity and endurance of students with abnormal vision of students at the university.

Highlights

The provided opportunity to obtain higher education for students with sensory, physical disorders, diseases and developmental anomalies is currently carried out in accordance with the regulated documents of the state educational policy [1,2]
Four people of them have the first group of visual disabilities (Group I), three people have the second group of visual disabilities (Group II), and three people have the third group of visual disabilities (Group III)
The measurement of students’ physical development level with visual impairments was conducted in October and the control one was in June

Summary

Introduction

The provided opportunity to obtain higher education for students with sensory, physical disorders, diseases and developmental anomalies is currently carried out in accordance with the regulated documents of the state educational policy [1,2]. Students with disabilities need to provide special conditions for successful adaptation and study at the university. A set of measures aimed at meeting the special needs of these students includes: providing an accessible architectural environment, support in the educational space, psychological and pedagogical support, socio-cultural and physical adaptation and rehabilitation. The adaptation of students with vision problems at the university is heterogeneous and complicated by numerous negative factors: lack of communication skills, phobias, poor orientation in society, the habit of condescending attitude, lack of confidence in their abilities and capabilities. There are changes in the functional state of the motor analyzer. It causes decrease in orientation in space, general coordination of movements, accuracy and speed, formation of motor skills [4,5]

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Conclusion