Effectiveness of Inclusive Physical Education Classes on the Ability to Perform Rhythmic Activities of Students with Disabilities

Oksana Blavt

doi:10.17309/jltm.2023.4.03

Authors

Oksana Blavt Lviv Polytechnic National University https://orcid.org/0000-0001-5526-9339

DOI:

https://doi.org/10.17309/jltm.2023.4.03

Keywords:

inclusive, physical education, students with disabilities, health, ability to rhythmic activity, program

Abstract

The purpose of the study was to reveal the effectiveness of inclusive physical education classes on the ability to perform rhythmic activities and the state of health of students with disabilities in the process of implementing a differentiated physical education program.

Materials and methods. The experiment was attended by 30 students with disabilities. To determine the effectiveness of the differentiated program of physical education for students with disabilities, pedagogical testing has been used.

Results. According to the results of the experiment, it was established that the use of the developed differentiated program of physical education for students with disabilities made it possible to improve the level of ability to perform rhythmic activities during the period of the experiment. It was established that the implementation of the content of the test control provided by the differentiated program during the physical education of students with disabilities provides a positive effect (at the level of p<0.05) in solving the tasks, as evidenced by the test results. In conclusion, the average values with which the level of physical education correlates with health, of which corresponded to the “low” level, passed into the range of values that correspond to “below average” (72.4%), in others, indicators of physical health showed a tendency to improve.

Conclusions. It was determined that a special role in the context of solving the issue of inclusive education in institutions of higher education is assigned to physical education, which is aimed at eliminating existing negative trends in the physical development and health of students with disabilities. The analysis of the final data at the end of the experiment testifies to the benefit of the implemented development of pedagogical actions, which proves the need for the introduction of innovations, and fundamentally new approaches to the formation of programs of inclusive physical education based on a differentiated approach.

Downloads

Download data is not yet available.

Author Biography

Oksana Blavt, Lviv Polytechnic National University

Department of Physical Education,
Bandera St, 12, Lviv, 79013, Ukraine
oksanablavt@ukr.net

References

Bondar, K. M. (2019). Theory and practice of inclusive education. Project “Support for inclusive education in Kryvyi Rih”. Publishing house FO-P Cherniavskyi D.O. [in Ukrainian].

Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1). 7-16. DOI: https://doi.org/10.1080/20020317.2020.1729587

Baglieri, S., & Bacon, J. (2020). Disability Studies in Education and Inclusive Education. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1245 DOI: https://doi.org/10.1093/acrefore/9780190264093.013.1245

Lidor, B. R., & Hutzler, Y. (2019). Including Students with Disabilities in a PE. Teacher Preparation Program: An Institutional Perspective. ResearchGate, 1-19. https://doi.org/10.5772/intechopen.85268 DOI: https://doi.org/10.5772/intechopen.85268

Overton, H., Wrench, А., Garrett, R. (2016). Pedagogies for inclusion of junior primary students with disabilities in PE. PE and Sport Pedagogy, 22(4), 414-426. https://doi.org/10.1080/17408989.2016.1176134 DOI: https://doi.org/10.1080/17408989.2016.1176134

Block, M. E., & Obrusnikova, I. (2007). Inclusion in PE: a review of the literature from 1995-2005. Adapt. Phys. Activity Q., 24, 103-124. https://doi.org/:10.1123/apaq.24.2.103 DOI: https://doi.org/10.1123/apaq.24.2.103

Morley, D., Bailey, R., Tan, J., & Cooke, B. (2005). Inclusive PE: teachers’ views of including pupils with disabilities and/or disabilities in PE. Eur. Phys. Educ. Rev., 11, 84-107. https://doi.org/: 10.1177/1356336X05049826 DOI: https://doi.org/10.1177/1356336X05049826

Tant, M., & Watelain, E. (2016). Forty years later, a systematic literature review on inclusion in PE (1975-2015): a teacher perspective. Educ. Res. Rev, 19, 1-17. https://doi.org/:10.1016/j.edurev.2016.04.002 DOI: https://doi.org/10.1016/j.edurev.2016.04.002

Udych, Yu. Z. (2018). Formation of subject-spatial environment of inclusive educational environment. Pedagogical Press, 1(85), 85-96 (in Ukrainian).

Smith, A. (2004). The Inclusion of Pupils with Special Educational Needs in Secondary School PE. PE and Sport Pedagogy, 9(1), 37-54. https://doi.org/:10.1080/1740898042000208115 DOI: https://doi.org/10.1080/1740898042000208115

Barboza, C. F. S., Ramos, A. S. L., Abreu, P. A., & Castro, H. C. (2019). PE: Adaptations and Benefits for Deaf Students. Creative Education, 10(4). https://doi.org/10.4236/ce.2019.104053 DOI: https://doi.org/10.4236/ce.2019.104053

Fiorini, M. L. S., & Manzini, E. J. (2018). Strategies of PE Teachers to Promote the Participation of Students with Hearing Impairment in Classrooms. Revista Brasileira de Educacao Especial, 24, 183-198.. https://doi.org/10.1590/s1413-65382418000200003 DOI: https://doi.org/10.1590/s1413-65382418000200003

Bertills, K., Granlund, M., Dahlström, Ö., & Augustine, L. (2018b). Relationships between PE teaching and student self-efficacy, aptitude to participate in PE and functional skills: with a special focus on students with disabilities. Phys. Educ. Sport Pedag., 23, 387-401. https://doi.org/10.1080/17408989.2018.1441394 DOI: https://doi.org/10.1080/17408989.2018.1441394

Ruscitti, R. J., Thomas, S. G., & Bentley, D. C. (2017). The experiences of students without disabilities in inclusive PE classrooms: a review of literature. Asia-Pacific Journal of Health, Sport and PE, 8(3), 245-257. https://doi.org/10.1080/18377122.2017.1345286 DOI: https://doi.org/10.1080/18377122.2017.1345286

Blavt, O. (2022). Individualization of the educational process of inclusive PE of students with disabilities. Journal of Learning Theory and Methodology, 3(2), 65-70. https://doi.org/: 10.17309/jltm.2022.2.03 DOI: https://doi.org/10.17309/jltm.2022.2.03

Iedynak, G., Galamandjuk, L., Ivashchenko, V., Stasjuk, I., Guska, M., Prozar, M., Mazur, V., Sliusarchuk, V. (2017). Psychosocial aspects of improving physical activity of children with chronic diseases. Journal of PE and Sport, 17(3), 1186-1891. https://doi.org/10.7752/jpes.2017.03183 DOI: https://doi.org/10.7752/jpes.2017.03183

Adilson, S., Castro, F., Babu, A. L., White, M., Castle, C. M. (2006) The school inclusion of students with special educational needs: physical disability. Department of special education. Brasília: Ministry of education. Available in: http: portal.mec.gov.br/seesp/arquivos/pdf/deffisica

Gorla, J. I., & Araujo, P. F. (2007). Motor Skills Assessment and Adapted PE: KTK Test for the Mentally Handicapped. Sao Paulo: Phorte.

Ma, Y., Wang, L., Li, М., & Wang, Т. (2020). Meta-analysis of the effects of exercise programs in improving the balance ability of children with intellectual disabilities. Journal of Intellectual & Developmental Disability, 45(2), 144-154. https://doi.org/10.3109/13668250.2019.1632040 DOI: https://doi.org/10.3109/13668250.2019.1632040

Golle, К., & Rymarcewicz, Т. (2021). Diagnostik und Training von Koordination und Beweglichkeit Pädiatrische Sportmedizin. Springer, Berlin, Heidelberg, 6. 91-103. https://doi.org/10.1007/978-3-662-61588-1_8 (in German). DOI: https://doi.org/10.1007/978-3-662-61588-1_8

Hirtz, P. (1985). Koordinative Fahigkeiten im Schulsport. Berlin: Volk und Wissen (in German).

Hryban, V. G. (2008). Valeology: a textbook for university students. K.: Center of Educational Literature (in Ukrainian).

Oliver, I., Baker, C., Cordier, J., Thomann, G., & Nougier, V. (2015). Cognitive and motor aspects of a coincidence-timing task in cerebral palsy children. Neuroscience Letters, 602, 33-37. https://doi.org/10.1016/j.neulet.2015.06.043 DOI: https://doi.org/10.1016/j.neulet.2015.06.043

Koryahin, V., Blavt, O., Bakhmat, N., Guska, M., Ludovyk, T., Prozar, M., Bodnar, A., Kravets, S., & Bezgrebelnaya, E. (2019). Differentiated correction of attention abilities of students with chronic diseases during PE. Journal of PE and Sport, 19(2), 293-298. https://doi.org/10.7752/jpes.2019.s2044 DOI: https://doi.org/10.7752/jpes.2019.s2044

Blavt, О., Andreev, S., Lishchuk, V., & Stepankov, S. (2022). Regulation of sensory response students with disabilities of universities the process of inclusive PE. Bulletin of Kamyanets-Podilskyi Ivan Ogiienko National University. PE, sports and human health, 26, 123-128. https://doi.org/10.32626/2309-8082.2022-26.123-128 DOI: https://doi.org/10.32626/2309-8082.2022-26.123-128

Serbetar, I. (2014). The Role of Dynamic Systems in Motor Development Research: Just a Metaphor or a Notable Reality? Annales Kinesiologiae, 5, 113-121.

Zwierzchowska, A., Gawlik, K., & Grabara, M. (2004). Energetic and Coordination Abilities of Deaf Children. Journal of Human Kinetics, 11, 83-92.

Schielke, Е. (1989). Koordinative Faehigkeiten – Ontogenese und Beeinflussungsmoeglichkeiten im juengeren Erwachsenenalter. Theorie und Praxis der Körperkultur, 38(2). 64–67. [in German].

Ivashchenko, O. & Khudolii, O. (2016). Methodological approaches to pedagogical control in the process of PE of girls 12-14 years old. Physical Education Theory and Methodology, 16(4), 13-24. https://doi.org/10.17309/tmfv.2016.4.1175 (in Ukrainian). DOI: https://doi.org/10.17309/tmfv.2016.4.1175

Dietz, V. (2002). Proprioception and locomotor disorders. Nat Rev Neurosci, 3, 781–790. DOI: https://doi.org/10.1038/nrn939

Winnick, J., & Por-retta, D.L. (eds.). (2017). Adapted PE and sport. Human Kinetics. Champaign IL.