Pedagogical Strategies for Gross and Fine Motor Skills Learning Through Physical Education: Intervention in Students with Hearing Impairment

Q4 Social Sciences Revista Brasileira de Educacao Especial Pub Date : 2020-10-01 DOI:10.1590/1980-54702020v26e0063

P. Y. O. Martínez

{"title":"Pedagogical Strategies for Gross and Fine Motor Skills Learning Through Physical Education: Intervention in Students with Hearing Impairment","authors":"P. Y. O. Martínez","doi":"10.1590/1980-54702020v26e0063","DOIUrl":null,"url":null,"abstract":"ABSTRACT: The objective of this study was to evaluate the effect of a program that used pedagogical strategies for gross and fine motor skills learning through Physical Education in students with hearing impairment. Fifteen students diagnosed with hearing impairment, with 7.7 ± .3 years old (men n = 9 and women n = 6), took part in a five-month program of 40 Physical Education sessions with pedagogical strategies for gross and fine motor skills learning, in which they communicated through the Mexican Sign Language. The Battelle Developmental Inventory was utilized before and after the program to measure tests of body coordination, locomotion, fine motor skills and perceptual ability, which determine gross and fine motor skills scores. Statistical analysis was performed using the student’s t-test for related samples, reporting significant differences in the gross motor skills score (p = .001) and fine motor skills score (p = .001) before and after the intervention. The percentage change was of 21.1 Δ% and 19.2 Δ% respectively. Participation for five months in a Physical Education program positively influences gross and fine motor skills coordination in students with hearing impairment.","PeriodicalId":40048,"journal":{"name":"Revista Brasileira de Educacao Especial","volume":"1 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista Brasileira de Educacao Especial","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1590/1980-54702020v26e0063","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 1

Abstract

ABSTRACT: The objective of this study was to evaluate the effect of a program that used pedagogical strategies for gross and fine motor skills learning through Physical Education in students with hearing impairment. Fifteen students diagnosed with hearing impairment, with 7.7 ± .3 years old (men n = 9 and women n = 6), took part in a five-month program of 40 Physical Education sessions with pedagogical strategies for gross and fine motor skills learning, in which they communicated through the Mexican Sign Language. The Battelle Developmental Inventory was utilized before and after the program to measure tests of body coordination, locomotion, fine motor skills and perceptual ability, which determine gross and fine motor skills scores. Statistical analysis was performed using the student’s t-test for related samples, reporting significant differences in the gross motor skills score (p = .001) and fine motor skills score (p = .001) before and after the intervention. The percentage change was of 21.1 Δ% and 19.2 Δ% respectively. Participation for five months in a Physical Education program positively influences gross and fine motor skills coordination in students with hearing impairment.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

听力障碍学生体育大、小运动技能学习的教学策略

摘要:本研究旨在评估听力障碍学生大、细运动技能体育教学策略的效果。15名被诊断为听力障碍的学生，年龄为7.7±0.3岁(男9名，女6名)，参加了为期5个月的40节体育课程，其中包括大、细运动技能学习的教学策略，他们通过墨西哥手语进行交流。在项目前后分别采用Battelle发展量表进行身体协调、运动、精细运动技能和知觉能力的测试，这些测试决定了粗大和精细运动技能的得分。使用学生t检验对相关样本进行统计分析，报告干预前后大运动技能得分(p = .001)和精细运动技能得分(p = .001)有显著差异。百分比变化分别为21.1% Δ%和19.2% Δ%。参加五个月的体育课程对听力障碍学生的粗大和精细运动技能协调有积极的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Revista Brasileira de Educacao Especial Social Sciences-Education

CiteScore

0.70

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： A Revista Brasileira de Educação Especial é mantida pela Associação Brasileira de Pesquisadores em Educação Especial - ABPEE, que foi criada em 1993, na cidade do Rio de Janeiro, durante a realização do III Seminário de Educação. A Sede da ABPEE é móvel, acompanha a Diretoria eleita e terá como domicílio temporário o mesmo endereço profissional do Presidente, durante sua gestão. Atualmente, a sede da ABPEE está localizada na cidade de Marília, onde a Revista Brasileira de Educação Especial é impressa, em parceria com a Faculdade de Filosofia e Ciências da Unesp.