Comparing physical activity and sedentary behavior levels between deaf and hearing adolescents

Li, Chunxiao; Haegele, Justin A.; Wu, Lifang

doi:10.1016/j.dhjo.2018.12.002

Cited by 26 publications

(37 citation statements)

References 23 publications

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“…Además, éstos presentan problemas de equilibrio que generan una deficiente motricidad, con niveles bajos en las capacidades físicas coordinativas (Ochoa-Martínez et al, 2018;Ochoa-Martínez et al, 2019). Investigaciones en el ámbito educativo refieren que el estudiantado con discapacidad auditiva reporta mayores comportamientos sedentarios durante la jornada escolar que estudian-tes sin discapacidad diagnosticada (Sit, et al 2007;Li, Haegele, & Wu, 2019). El profesorado de educación física requiere pues de estrategias didácticas y métodos específicos para el aprovechamiento del estudiantado con discapacidad auditiva (Fiorini, & Manzini, 2018), además de adaptar la comunicación, con su expresión corporal, lenguaje de señas y herramientas didácticas que faciliten el currículo en el proceso enseñanza aprendizaje (Kurkovaet, Scheetz, & Stelzer, 2010;Barboza, et al, 2019).…”

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Experiencia didáctica en educación física para la mejora de actitudes hacia la discapacidad auditiva en futuros profesionales de la actividad física y deporte (Teaching experience in physical education to improve attitudes towards hearing impairment in p

Martínez¹

2020

Retos

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Objetivo: Evaluar la actitud hacia personas con discapacidad auditiva en futuros profesionales de la actividad física y deporte al participar en una experiencia didáctica bajo un modelo de competencias. Método: veinticinco estudiantes de la Facultad de Deportes de la Universidad Autónoma de Baja California, participaron en un programa de educación física y de mejora de actitudes hacia personas con discapacidad auditiva. Antes y después de la intervención se utilizó un cuestionario para evaluar las actitudes de universitarios hacia el estudiantado con discapacidad. Resultados: El análisis estadístico con test t-Student para muestras independientes reportó diferencias significativas (p<0.01) en los valores promedio de actitud antes 3.95±0.3 que después de la intervención 2.38±0.4, con un promedio de porcentaje de cambio de -39.7 Δ%. Conclusiones: En la formación de recursos humanos, es importante contar con competencias profesionales que mejoran la motricidad de personas con discapacidad auditiva, al igual que abordar una adecuada actitud en el proceso enseñanza aprendizaje en la educación física. Abstract. Aims: To evaluate the attitude towards people with hearing impairments in pre-service professionals of physical activity and sport how participate in a didactic experience under a competency model. Methods: twenty-five students from the Sports Faculty of the Autonomous University of Baja California participated in a training program to improve attitudes towards people with hearing impairments. Before and after the intervention, a questionnaire to assess university attitudes towards peers with disabilities was used. Results: A t-Student test for independent samples reported significant differences (p < 0.01) in the mean attitude values before 3.95 ± 0.3 than after the intervention 2.38 ± 0.4, with an average percentage change in -39.7 Δ%. Conclusions: In the training of human resources, it is important to have professional competencies that improve the motor skills of people with hearing disabilities, as well as to approach an appropriate attitude in the teaching-learning process in physical education.

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Experiencia didáctica en educación física para la mejora de actitudes hacia la discapacidad auditiva en futuros profesionales de la actividad física y deporte (Teaching experience in physical education to improve attitudes towards hearing impairment in p

Martínez¹

2020

Retos

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“…Therefore, sports participation might recommended to adolescents and young adults with hearing impairment to reduce stress. In addition, as in other disability groups, hearing impaired people participate in less physical activity than healthy individuals (Li and Wu, 2018). Therefore, efforts should be made for deaf individuals to support their participation in sports.…”

Section: Discussionmentioning

confidence: 99%

Perceived Stress Level and Sports Participation in Deaf Adolescents and Young Adults

Aslan

2019

JETS

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The aim of this study is to investigate the effect of sports participation on perceived stress level in deaf adolescents and young adults. A total of 110 deaf people aged between 14 and 25 years participated in the study. The Turkish version of the Perceived Stress Scale (PSS) was used to assess perceived stress level of the participants. The scale is a 5-item Likert scale and 10-item scale. The scores of PSS-10 consist of 0-40. 44 (40.0%) of the participants were female and 66 (60.0%) were male. The mean age of female participants were 16,66 ± 1,36 years and male participants were 17,74 ± 1,65 years. Of the participants, 85 (77.3%) had antenatal and 25 (22.7%) had post-partum hearing impairment. Of the participants, 67 (60.9%) did participate sports and 43 (39.1%) did not participate in sports. No statistically significant difference was found in terms of sex, hearing disability level and having congenital or acquired disability (p> 0.05). The total score of PSS of the athletes were 22,33 ± 6,33 and the total score of the non-athletes were 26,74 ± 3,46. There was a statistically significant difference between the groups (p <0.05). However, no statistically significant difference was found in terms of gender, the grades of hearing disability, and having congenital or acquired disability (p> 0.05). The results of our study showed that the perceived stress levels of deaf adolescents and young adults who participate in sports were lower than compared who did not participate in sports. This study demonstrated sports participation might recommend to adolescents and young adults with hearing impairment for reducing stress.

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“…In the case of the present research, schoolchildren with partial or complete hearing loss present a diagnosed damage to the vestibular system, due to weather a pathological manner or a congenital disease, and an adapted specific educational attention is required to learn movements that decrease their deficit in coordinative abilities. however, systematic reviews report that a small proportion of children and young people with hearing impairment (28%) comply with the amount recommended by the WHO (Chunxiao, Justin, & Lifang, 2019), Therefore, in the present study, an adapted physical education program with a duration of four months was applied, evaluating GDM in children with partial or complete hearing loss who do not perform physical education and then comparing it with children with the same conditions who do practice it.…”

Section: Introductionmentioning

confidence: 97%

Physical education in school children with partial or complete hearing loss to improve gross motor skill development

Martínez¹

2020

Espacios

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The objective was to evaluate the effect of a physical education program in schoolchildren with hearing loss or weakness on gross motor development (GDM). The physical education program was conducted for four months, with sessions five times a week, communicating through Mexican sign language and applying tasks that emphasized motor coordination. Before and after the intervention, gross motor development was assessed with the TGMD-2 test. Inferential statistics with analysis of variance (ANOVA) 2x2 showed double significant interaction between groups and measurements (p=0.05), showing effectiveness in the participating subjects.

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Comparing physical activity and sedentary behavior levels between deaf and hearing adolescents

Cited by 26 publications

References 23 publications

Experiencia didáctica en educación física para la mejora de actitudes hacia la discapacidad auditiva en futuros profesionales de la actividad física y deporte (Teaching experience in physical education to improve attitudes towards hearing impairment in p

Experiencia didáctica en educación física para la mejora de actitudes hacia la discapacidad auditiva en futuros profesionales de la actividad física y deporte (Teaching experience in physical education to improve attitudes towards hearing impairment in p

Perceived Stress Level and Sports Participation in Deaf Adolescents and Young Adults

Physical education in school children with partial or complete hearing loss to improve gross motor skill development

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