Emotions related to physical education lessons in students with intellectual disabilities

• Autorzy: Wieczorek M. , Sadziak A. , Karaskova V.
• Języki publikacji: EN

Abstrakty

EN

Introduction. Physical education is an area that is essential for the comprehensive development of individuals with intellectual disabilities. Physical exercises through the diversity of their forms impact motor fitness improvement, develop and enhance natural motor function, and have a positive effect on the development of personality traits, all of which can increase the number of opportunities for good social function. This process is more effective if accompanied by positive emotions, reactions. Aim of Study. The study had two aims; first, to determine the emotional responses to physical education lessons experienced by students with intellectual disabilities; and second, to compare the performance of students with intellectual disabilities to those of their intellectually non-disabled peers. Material and Methods. The study was conducted on two cohorts of students born between 2001 and 2003: the first were individuals with light and moderate intellectual disabilities from special schools; the second group were intellectually non-disabled students from mainstream schools. A diagnostic survey was applied as a research method, whereas an interview was the technique used. The DEMOR Survey on Emotional Response to Physical Education at School by Svoboda was a research tool used for the purpose of this investigation. Results. Among positive emotional responses common to students of both special schools and mainstream schools, relaxation, self-confidence as well as a sense of successful task completion predominate. The examined intellectually non-disabled students are more likely to note positive emotional responses experienced during physical education lessons than students with intellectual disabilities. Conclusions. Physical education lessons are accompanied by substantial emotional involvement. More frequently, it is a source of positive emotional responses, which makes the process of physical education more effective and increases the results of psychophysical development in students.

• Wydawca: -
• Czasopismo: Trends in Sport Sciences
• Rocznik: 2018
• Tom: 25
• Numer: 1
• Opis fizyczny: p.29-34,fig.,ref.

Twórcy

autor

Wieczorek M.

• Department of School Physical Culture Didactics, University School of Physical Education in Wroclaw, Wroclaw, Poland

autor

Sadziak A.

• Department of School Physical Culture Didactics, University School of Physical Education in Wroclaw, Wroclaw, Poland

autor

Karaskova V.

• Faculty of Social Studies, Humanitas University in Vsetin, Vsetin, Czech Republic

Bibliografia

• 1. Baek JB, Chun HCh. Casual relationship of positive exercise emotion, health sensitiveness and self – acceptance among physical disability persons participating in sports for all. 2016 Jun [cited 2017 Dec 3]. In: Research Gate. [Internet]. Available from: https://www.researchgate. net/publication/305621514_Causal_Relationship_of_ Positive_Exercise_Emotion_Health_Sensitiveness_ and_Self-acceptance_among_Physical_Disability_ Persons_Participating_in_Sports_for_All. doi 10.16884/ JRR.2016.20.2.159.
• 2. Bartoszewicz R. Aktywność ruchowa uczniów upośledzonych umysłowo podczas lekcji wychowania fizycznego (Physical activity of students with intellectual disabilities during physical education classes). In: Ślężyński J, editor. Efekty kształcenia i wychowania w kulturze fizycznej (Effects of education and upbringing in physical culture). AWF, Katowice, 2001; 271-276.
• 3. Bobińska K, Pietras T, Gałecki P. Niepełnosprawność intelektualna (Intellectual disability). Continuo, Wrocław, 2012.
• 4. Bronikowski M. Kultura fizyczna dzisiaj a wymagania reformy (Physical culture today and the requirements of the reform). In: Bronikowski M, editor. Metodyka wychowania fizycznego w reformowanej szkole (Methodology of physical education in the reformed school). eMPi, Poznań, 2004; 70-93.
• 5. Brudnik M. Zachowania uczniów podczas lekcji a wypalenie się nauczycieli wychowania fizycznego (Behavior of students during lessons and burnout of physical education teachers). In: Lisicki T, Frołowicz T. editors. Nauczyciele wychowania fizycznego wobec wyzwań edukacji (Physical education teachers in the face of educational challenges). AWFiS, Gdańsk, 2008; 105-121.
• 6. Celebańska D, Gawlik K. Poziom aktywności fizycznej osób dorosłych niepełnosprawnych intelektualnie (The level of physical activity of adults with intellectual disabilities). Physio. 2013; 21(3): 27-35. doi 10.2478/ physio-2013-0049.
• 7. Dłużewska-Martyniec W, Karaskova V. Przeżycia chłopców niepełnosprawnych umysłowo podczas lekcji wychowania fizycznego (Experiences of mentally disabled boys during physical education lessons). Rocz Nauk. AWF, Poznań, 1998-1999; 47-48: 53-61.
• 8. Farhangi F, Alamdarloo GH. Effect of Sports Activities on Behavioral-Emotional Problems of Students with Intellectual Disability. Phys Treat. 2015; 5(3): 145-152.
• 9. Gracz J, Sankowski T. Psychologia aktywności sportowej (Psychology of sports activity). AWF, Poznań, 2007.
• 10. Güvendi B, İlhan EL. Effects of adapted physical activity applied on intellectual disability students toward level of emotional adjustment, self-managing and the socialization: Parent and teacher interactive research. 2017 Dec [cited 2017 Dec 3]. In: Research Gate. [Internet]. Available from //www.researchgate.net/publication/321456212_Effects_ of_adapted_physical_activity_applied_on_intellectual_ disability_students_toward_level_of_emotional_ adjustment_self-managingand_the_socialization_Parent_ and_teacher_interactive_research. doi 10.14687/jhs. v14i4.4812.
• 11. Hackfort D. Birkner HA. Funktionen von emotionen (Functions of emotions). In: Tietjen M, Strauß B, editors. Handbuch Sportpsychologie (Handbook Sports Psychology). Hofmann: Schorndorf, 2006; 156-177.
• 12. Karásková V. Emotional reactions of pupils of special schools in physical education lessons. Acta Gymnica. 1997; 27: 35-43.
• 13. Klingen P. Schüler motivieren – Selbststeuerung fördern (Motivate students − promote self-control). Sportunterricht. 2005; 54(4): 99-104.
• 14. Kulesza A., Stosunek uczniów do szeroko pojętej kultury fizycznej (Students’ attitude to broadly speaking understood physical culture). In: Kozłowska D, Barańczuk E, Sobolewski K, editors. Problemy Kultury Fizycznej w badaniach studentów (Problems of Physical Culture in student research). Proceedings of the 2nd International Scientifically – Practical Conference Students – Young Scientists; 2013 Dec 14-15; Poland. Białystok: Winnter, 2013; 123-126.
• 15. Łosiak W. Psychologia emocji (Psychology of emotions). Wyd Akad i Profesjonalne, Warszawa, 2007.
• 16. Łuszczyńska A. Psychologia sportu i aktywności fizycznej. Zagadnienia kliniczne (Psychology of sport and physical activity. Clinical issues). PWN, Warszawa, 2012.
• 17. Opper E. Wie sehen gute und schlechte Schüler den Schulsport? (How do good and bad students see a physical education?). Sportunterricht. 1996; 45(8): 340- 348.
• 18. Sawicki Z. Reakcje emocjonalne uczniów podczas lekcji wychowania fizycznego w szkołach niemieckich (Emotional reactions of students during physical education lessons in German schools). Rozpr Nauk. AWF, Wrocław, 2014; 45: 63-69.
• 19. Siwiński W, Tauber R. Rekreacja ruchowa. Zagadnienia teoretyczno-metodologiczne (Recreation. Theoretical and methodological issues). WSHiG, Poznań, 2004.
• 20. Thomas A. Einführung in die Sportpsychologie (Introduction to sports psychology). Göttingen: Hogrefe – Verlag für Psychologie. 1995.
• 21. Unger-Röhrich U. Emotionen im Sport (Emotions in sports). Sportunterricht. 2000; 49(6): 180.
• 22. Wallén EF, Müllersdorf M, Christensson K, et al. High prevalence of cardio-metabolic risk factors among adolescents with intellectual disability. Acta Paediatr. 98(5): 853-859. doi: 10.1111/j.1651-2227.2008.01197.x..

Identyfikatory

DOI

10.23829/TSS.2018.25.1-4