Learning gymnastic practices for the inclusion of hearing-impaired students in physical education
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Abstract
Introduction. Inclusion in Physical Education is key to guaranteeing the active participation of hearing-impaired students, overcoming communication and accessibility barriers. Adapted gymnastic practices, through visual and kinesthetic strategies, promote the development of motor skills, social interaction, and group cohesion. Objective. To design and validate a learning program and gymnastic practices that promote the inclusion of hearing-impaired students in physical education. Methodology. The research used a mixed sequential explanatory approach with a pre-experimental and phenomenological design. We worked with 28 students, including one student with hearing impairment. The 8-week intervention integrated adapted visual and gestural activities. Observational instruments were used to measure dimensions of inclusion and semi-structured interviews for qualitative analysis. Results. The data evidenced significant gains in overall inclusion, with an increase in mean values from 24.79 ± 6.69 at pretest to 37.69 ± 3.48 at posttest (P = 0.05). In addition, improvements were observed in group cohesion, communication and positive perception of the adaptive strategies implemented, strengthening integration to Physical Education. Qualitative analysis revealed improvements in group cohesion, communication, and participants' perception of inclusive strategies. Conclusion. The adapted gymnastic practices program was effective in promoting the inclusion of students with hearing impairment in the physical education class. General area of study: Education. Specific area of study: Inclusive Physical Education. Type of study: Original articles.
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Curicama Ayol, A. G., Quiñonez Panezo, M. K., Loaiza Dávila, L. E., & Maqueira Caraballo, G. de la C. (2025). Learning gymnastic practices for the inclusion of hearing-impaired students in physical education. ConcienciaDigital, 8(1), 27-47. https://doi.org/10.33262/concienciadigital.v8i1.3272
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References
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Novikov, I., Novikov, V., & Novikova, M. (2019). Features of physical development and physical fitness in boys with hearing impairments and their corrections using sports gymnastics. Human Sport Medicine, 19(3), 125-130. https://doi.org/10.14529/hsm190316
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Nugraha, A., Sukoco, P., & Annisa, A. (2019). Motivation and physical education learning achievement among students with hearing impairment. Acta Facultatis Educationis Physicae Universitatis Comenianae, 59(2), 129-137. https://doi.org/10.2478/afepuc-2019-0011
Onuigbo, L., Osadebe, N. E., & Achebe, N. E. (2018). Classroom environment required for meeting the information needs of students with hearing impairment in Nigerian universities. International Journal of Inclusive Education, 24(3), 266–287. https://doi.org/10.1080/13603116.2018.1459887
Rubtsov, V. (2020). Two approaches to the problem of development in the context of social interactions: L.S. Vygotsky vs J. Piaget. Cultural-Historical Psychology, 16(3), 5-14. https://doi.org/10.17759/chp.2020160302
Rozaq, A. B., Wardiah, D., & Manullang, J. G. (2023). Improving students’ understanding in practicing static and dynamic gymnastic movements through audio visual. Journal of Social Work and Science Education, 4(3), 76-82. https://doi.org/10.52690/jswse.v4i3.515. https://www.researchgate.net/
publication/376560380_Improving_Students%27_Understanding_in_Practicing_Static_and_Dynamic_Gymnastic_Movements_through_Audio_Visual
Seema. G., & Kumar, G. (2018). Impact of social skills training on self-esteem among male and female adolescent students. Indian Journal of Positive Psychology, 9(01). https://doi.org/10.15614/ijpp.v9i01.11761. https://www.researchgate.net/publication/324513450_Impact_of_social_skills_training_on_self-esteem_among_male_and_female_adolescent_students
Suwastini, N. K. A., Marantika, P. D., Adnyani, N. L. P. S., Mandala, M. A. K., & Artini, N. N. (2021). Multimodal teaching in EFL context: a literature review. Edu-Ling Journal of English Education and Linguistics, 4(2), 140. https://doi.org/10.32663/edu-ling.v4i2.1701
Thakur, R., Jayakumar, J., & Pant, S. (2023). Visual perception and attentional skills in school-age children: a cross-sectional study of reading proficiency in the hearing impaired. Indian Journal of Community Medicine, 48(4), 544-549. https://doi.org/10.4103/ijcm.ijcm_204_22
Tupiño, R., Carcausto-Calla, W., Nakiche, K., Gamarra, S., & Shigetomi, E. (2023). Differentiated methodological strategies for inclusive education in basic education: scoping review. Journal of Educational and Social Research, 13(6), 56. https://doi.org/10.36941/jesr-2023-0147
Ugalde, L., Santiago-Garabieta, M., Villarejo-Carballido, B., & Puigvert, L. (2021). Impact of interactive learning environments on learning and cognitive development of children with special educational needs: a literature review. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.674033
Van Munster, M. A., Lieberman, L. J., & Grenier, M. A. (2019). Universal design for learning and differentiated instruction in physical education. Adapted Physical Activity Quarterly, 36(3), 359-377. https://doi.org/10.1123/apaq.2018-0145
Yadav, A., Ahsan, A., & Kumar, V. (2023). Impact of hearing aid usage on emotional and social skills in people with severe to profound hearing loss. Journal of Audiology & Otology, 27(1), 10-15. https://doi.org/10.7874/jao.2022.00290
Zarei, H., Norasteh, A. A., Lieberman, L. J., Ertel, M. W., & Brian, A. (2023). Balance control in individuals with hearing impairment: a systematic review and meta-analysis. Audiology and Neurotology, 29(1), 30-48. https://doi.org/10.1159/000531428
Battaglia, G., Alesi, M., Tabacchi, G., Palma, A., & Bellafiore, M. (2019). The development of motor and pre-literacy skills by a physical education program in preschool children: a non-randomized pilot trial. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02694
Cipriano, C., Barnes, T., Pieloch, K., Rivers, S., & Brackett, M. (2018). A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence. Learning Environments Research, 22, 209-228. https://doi.org/10.1007/S10984-018-9274-0
De Stefani, E., Rodà, F., Volta, E., Pincolini, V., Farnese, A., Rossetti, S., Pedretti, F., & Ferrari, P. F. (2020). Learning new sport actions: pilot study to investigate the imitative and the verbal instructive teaching methods in motor education. PLoS ONE, 15(8), e0237697. https://doi.org/10.1371/journal.pone.0237697
Dickinson, K., & Gronseth, S. (2020). Application of universal design for learning (udl) principles to surgical education during the COVID-19 pandemic. Journal of Surgical Education, 77(5), 1008 - 1012. https://doi.org/10.1016/j.jsurg.2020.06.005
Grash, N., Skuratovskaya, M., & Mamedova, E. (2021). Speech education of students with hearing impairment as a means of communication. E3S Web of Conferences, 273, 12091. https://doi.org/10.1051/e3sconf/202127312091
Griful-Freixenet, J., Struyven, K., & Vantieghem, W. (2021). Toward more inclusive education: an empirical test of the universal design for learning conceptual model among preservice teachers. Journal of Teacher Education, 72(3), 381-395. https://doi.org/10.1177/0022487120965525
Guzey, I., Dai, Y., Evans, B., Chintala, S., & Pinto, L. (2023). See to touch: learning tactile dexterity through visual incentives. arXiv (Cornell University). https://doi.org/10.48550/arxiv.2309.12300
Hidalgo, C., Zécri, A., Pesnot-Lerousseau, J., Truy, E., Roman, S., Falk, S., Bella, S. D., & Schön, D. (2020). Rhythmic abilities of children with hearing loss. Ear And Hearing, 42(2), 364-372. https://doi.org/10.1097/aud.0000000000000926
Huang, S., Syoc, B., Yang, R., Kuehn, T., Smith, D., & Zhu, Q. (2020). Using visual and/or kinesthetic information to stabilize intrinsic bimanual coordination patterns is a function of movement frequency. Psychological Research, 85, 865-878. https://doi.org/10.1007/s00426-020-01288-2
Hutzler, Y., Meier, S., Reuker, S., & Zitomer, M. (2019). Attitudes and self-efficacy of physical education teachers toward the inclusion of children with disabilities: a narrative review of international literature. Physical Education and Sport Pedagogy, 24(3), 249-266. https://doi.org/10.1080/17408989.2019.1571183
Jiam, N. T., & Limb, C. J. (2019). Rhythm processing in cochlear implant−mediated music perception. Annals of the New York Academy of Sciences, 1453(1), 22-28. https://doi.org/10.1111/nyas.14130
Karimi-Boroujeni, M., Dajani, H. R., & Giguère, C. (2023). Perception of prosody in hearing-impaired individuals and users of hearing assistive devices: an overview of recent advances. Journal of Speech Language and Hearing Research, 66(2), 775-789. https://doi.org/10.1044/2022_jslhr-22-00125
Khramov, V., Shirshova, E., & Matova, E. (2019). Providing information about movement techniques using cognitive visualization. Human Sport Medicine, 19(S1), 99-105. https://doi.org/10.14529/hsm19s113
Lo, C. Y., Russo, F., & Singh, G. (2023). Exploring the impact of hearing loss through music, irony, and rhythm. The Journal of the Acoustical Society of America, 153(3_supplement), A286. https://doi.org/10.1121/10.0018866
Marín-Suelves, D., & Ramón-Llín, J. (2020). Physical education and inclusion: a bibliometric study. Apunts Educación Física y Deportes, 143, 17-26. https://doi.org/10.5672/apunts.2014-0983.es.(2021/1).143.03
Medina-García M, Doña-Toledo L, Higueras-Rodríguez L. (2020). Equal opportunities in an inclusive and sustainable education system: an explanatory model. Sustainability, 12(11), 4626. https://doi.org/10.3390/su12114626
Novikov, I., Novikov, V., & Novikova, M. (2019). Features of physical development and physical fitness in boys with hearing impairments and their corrections using sports gymnastics. Human Sport Medicine, 19(3), 125-130. https://doi.org/10.14529/hsm190316
Nowland, L. A., & Haegele, J. A. (2023). The self-efficacy of physical education teachers to teach students with disabilities: a systematic review of literature. Adapted Physical Activity Quarterly, 40(4), 758-780. https://doi.org/10.1123/apaq.2022-0135
Nugraha, A., Sukoco, P., & Annisa, A. (2019). Motivation and physical education learning achievement among students with hearing impairment. Acta Facultatis Educationis Physicae Universitatis Comenianae, 59(2), 129-137. https://doi.org/10.2478/afepuc-2019-0011
Onuigbo, L., Osadebe, N. E., & Achebe, N. E. (2018). Classroom environment required for meeting the information needs of students with hearing impairment in Nigerian universities. International Journal of Inclusive Education, 24(3), 266–287. https://doi.org/10.1080/13603116.2018.1459887
Rubtsov, V. (2020). Two approaches to the problem of development in the context of social interactions: L.S. Vygotsky vs J. Piaget. Cultural-Historical Psychology, 16(3), 5-14. https://doi.org/10.17759/chp.2020160302
Rozaq, A. B., Wardiah, D., & Manullang, J. G. (2023). Improving students’ understanding in practicing static and dynamic gymnastic movements through audio visual. Journal of Social Work and Science Education, 4(3), 76-82. https://doi.org/10.52690/jswse.v4i3.515. https://www.researchgate.net/
publication/376560380_Improving_Students%27_Understanding_in_Practicing_Static_and_Dynamic_Gymnastic_Movements_through_Audio_Visual
Seema. G., & Kumar, G. (2018). Impact of social skills training on self-esteem among male and female adolescent students. Indian Journal of Positive Psychology, 9(01). https://doi.org/10.15614/ijpp.v9i01.11761. https://www.researchgate.net/publication/324513450_Impact_of_social_skills_training_on_self-esteem_among_male_and_female_adolescent_students
Suwastini, N. K. A., Marantika, P. D., Adnyani, N. L. P. S., Mandala, M. A. K., & Artini, N. N. (2021). Multimodal teaching in EFL context: a literature review. Edu-Ling Journal of English Education and Linguistics, 4(2), 140. https://doi.org/10.32663/edu-ling.v4i2.1701
Thakur, R., Jayakumar, J., & Pant, S. (2023). Visual perception and attentional skills in school-age children: a cross-sectional study of reading proficiency in the hearing impaired. Indian Journal of Community Medicine, 48(4), 544-549. https://doi.org/10.4103/ijcm.ijcm_204_22
Tupiño, R., Carcausto-Calla, W., Nakiche, K., Gamarra, S., & Shigetomi, E. (2023). Differentiated methodological strategies for inclusive education in basic education: scoping review. Journal of Educational and Social Research, 13(6), 56. https://doi.org/10.36941/jesr-2023-0147
Ugalde, L., Santiago-Garabieta, M., Villarejo-Carballido, B., & Puigvert, L. (2021). Impact of interactive learning environments on learning and cognitive development of children with special educational needs: a literature review. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.674033
Van Munster, M. A., Lieberman, L. J., & Grenier, M. A. (2019). Universal design for learning and differentiated instruction in physical education. Adapted Physical Activity Quarterly, 36(3), 359-377. https://doi.org/10.1123/apaq.2018-0145
Yadav, A., Ahsan, A., & Kumar, V. (2023). Impact of hearing aid usage on emotional and social skills in people with severe to profound hearing loss. Journal of Audiology & Otology, 27(1), 10-15. https://doi.org/10.7874/jao.2022.00290
Zarei, H., Norasteh, A. A., Lieberman, L. J., Ertel, M. W., & Brian, A. (2023). Balance control in individuals with hearing impairment: a systematic review and meta-analysis. Audiology and Neurotology, 29(1), 30-48. https://doi.org/10.1159/000531428