Educación física adaptada en niños con discapacidad auditiva sobre la edad motora, cociente motor y desarrollo motor grueso

Abstract

A person with hearing impairment has vestibular problems that affect the dynamic and static balance, as a consequence presents motor difficulties, in the educational context the physical education teacher can carry out didactic strategies that promote the improvement of coordination skills, also due to the nature of the disability communication between student teachers is a fundamental element, therefore the aim of this research was to evaluate the effect of a physical education program for children with hearing impairment on motor quotient, motor equivalent age and gross motor development. The study design was quasi-experimental, with convenience sampling, involving 38 students (age 7.4 ± 0.9 years), diagnosed with hearing disability, from two schools in the city of Mexicali, Baja California. Mexico. The participants were randomly divided into an experimental group (n = 23) and a control group (n = 15). The motor quotient was evaluated using the KTK children's body coordination test, the motor age equivalent was determined using the education Battelle developmental inventory and gross motor development was determined by TGMD-2 gross motor development test. The physical education program was perform for four months period, adapting the class five times a week, with 50 minutes per session, the communication with the students was through the Mexican sign language and the tasks performed emphasized motor coordination. Mixed analysis of variance (ANOVA) 2 x 2 was used to compare the study variables, observing a doubly significant interaction between the groups and the measurements in the motor quotient (p=0.01), motor equivalent age (p=0.05), and gross motor development (p=0.05). The application of a physical education program adapted for four months can influence an improvement in motor coordination in children with hearing disabilities.