DEVELOPMENT AND VALIDATION OF

PHYSICAL ACTIVITIES FOR THE BLIND

In Partial Fulfillment

Of the Course Requirement in SPEd 21

(Research I in Physical Education)

By:

Perfecto M. Garcia III

Bernadette E. Fabros

Jarahmeel Elijah B. Ibale

April B. Rigos

Rose Marie S. Pagala

1

March, 2012

CHAPTER I

THE PROBLEM AND ITS SETTING

INTRODUCTION

In the Present World of Space age and automation era,

all human beings appear to be living a more and more

inactive life. They ride instead of walk, sit instead of

stand and watch instead of participating. Such type of

inactivity or sedentary life is detrimental to mental and

physical health. Thus, there is great need for physical

education as a part of balanced living.

Physical fitness practices lead to a healthy lifestyle

(Sharky, 1994). In general physical stamina and a healthy

lifestyle are necessary to meet the vigorous demands of

daily living.

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Physical activities make an individual ready and fit.

As that physically fitness is basically the ability of the

body systems to work together efficiently with the least

amount of effort. Thus, participation in Physical Education

Activities is required of all pupils throughout the years of

school attendance the child grows and develops. During this

period physical activities stimulate the neuro – muscular

mechanism and serve the functional demands of the vital

organs. Satisfactory experience in physical education

improves normal growth and development. However, there are

individuals unable to engage and profit in the required

program because of impaired organ, recent operation, serious

disease, injuries or other physical handicapped. In such

cases, a definite and workable plan should be adopted for

the exemption from the regular physical education

requirement.

The Magna Carta for Disabled Persons (R.A. 7277) affirm

the full participation and total integration of persons with

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disabilities into the mainstream of our society by giving

them equal opportunities to develop their skills and

potentials and affording them equal access to the basic

services extended by the government.

Physical fitness is a lifetime process. It is achieved

through regular movement of muscles while performing various

physical activities and exercise. Fitness program improves

the quality of life. However, physical fitness alone will

not always suffice to lower the risk for disease and ensure

better health. That’s why good and healthy diet should also

be added. Different fitness program may also take place for

visually impaired child. These programs will prepare their

body to be ready in doing different daily tasks even though

they have visual impairment.

The responsibility of the physical education is to

help each individual enrolled in the school to be engaged in

appropriate physical education. Even though a person may

possess various disabilities this is not cause for neglect.

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In fact, by legal mandate and professional challenge, it is

required than each child enjoy the benefits of participating

in physical activities adapted to his or her needs provision

for a sound adapted/ developmental program has been a

shortcoming of physical education throughout the nation

because of a lack of property trained teachers, because of

the financial cause of remedial instruction and because many

administration.

It is directed to parents and all other adults working

with the young blinds first at home, and later in their play

and school groups. This study should open in their eye to

the importance of focusing more attention to the much

neglected children. Fostering better understanding of the

child’s capabilities and limitations it is also an attempt

to enlighten the parents about the importance of psychomotor

activities to their child’s physical development.

This study aims to know and identify the different

activities that help the development of the students and

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serve as a basis of the teacher if the students excel. A

comprehensive work will take place to know and understand

the different activities that suits best for the visually

impaired students.

CONCEPTUAL FRAMEWORK

Physical fitness is a physical condition where an

individual has the ability to do daily task without a

feeling of fatigue and still has extra energy to do their

other activities. A physically active individual has the

capacity to learn a variety of vigorous recreational

pursuits. One can enjoy participating in outdoor and sports

activities. His/ her life is not all at work but a balance

and pleasure of experience.

According to Ardito & Roberts (2007) blind and

partially sighted people have a tendency to lead more

sedentary life. There are varying degrees of visual

impairment it can range from simply very unclear vision to

the ability to detect motion or the presence of light to

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Profile

Physical Activities

Fitness Test a. endurance b. strength c. flexibility

Development of enhanced activities for physical fitness of ISBD students

Validationof the

developed activities

Test Result Interpretation

EnhancedPhysicalFitness

total blindness. Visually impaired youth often have slower

motor development and they learn to move on their own but in

a slower pace because of their impairment. Because of this

they needed their physical fitness awareness.

Fig. 1. Research Paradigm of Study

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Fig. 1 shows the diagram flow of the activities

throughout the study. Researchers will get the profile

(personal data) of the respondents and will make a survey

regarding the physical activities & fitness level of the

students. The gathered data will be interpreted to know how

the activity will be developing to enhance the physical

fitness of the students.

The data gathered will be the basis of the researchers

in developing and enhancing physical activities.

The enhanced activities for physical fitness of Isabela

School for Blind and Deaf students will be evaluated and

recommended for visually impaired persons/students.

STATEMENT OF THE PROBLEM

This study will provide as the basis for develop and

enhance physical fitness activity. Likewise, give them new

activities for physical fitness in their school.

Consequently, this could give them much more understanding

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in the activities that could enhance the physical fitness of

their students.

The study sought to answer the following objectives:

1. Identify the profile of the respondents in from the

Isabela School for Blind and Deaf.

2. Determine the physical activity intended for the

visually impaired students

3. Identify the fitness level of 3rd year ISBD students:

a. strength

b. endurance

c. flexibility

4. Develop an enhanced activities for the physical fitness

of the visually impaired students;

5. Validate the enhanced activity through experts.

SIGNIFICANCE OF THE STUDY

This study will help and give knowledge to the

researchers to know what activities are given to a visually9

impaired student. Also, it will give ideas on how to handle

a class or group of person with visual impairment. The study

will give information about visually impaired students on

how they go on with the different activities.

In line with this, the development of new activities

will contribute for enhancing and modifying activities for

the improvement of a child with or without visual

impairment.

The research will also be the basis of making an

innovative activity that will cater not only the handicapped

or visually impaired students but also the so called

“normal”.

SCOPE AND DELIMITATION

The study only limits the participation of the 3rd year

students of ISABELA SCHOOL FOR BLIND AND DEAF for the school

year 2012 – 2013, which consist of three males and two

females.

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The purpose of the study is to identify the physical

activities intended for the visually impaired students and

to develop new activity that will enhance their fitness.

DEFINITION OF TERMS

For clarity of the words and better understanding the

following are defined conceptually:

Adapted Physical Education/Program. Refers to the phase of

physical education that meets the needs of the individual

who, because of some physical inadequacy, functional defect

capable of being improved through physical activity, or

other deficiency, is temporarily or permanently unable to

take part in the regular physical education program or the

phase in which special provisions are made for student with

disabilities in regular physical education process

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Arm strength. The ability of the arms and shoulder girdle to

carry on muscular effort over a period of time.

Cardio vascular endurance. The ability of the heart, lungs

and blood vessels to deliver oxygen to working muscles and

tissues, as well as the ability of those muscles and tissues

to utilize oxygen.

Daily Activity. It is defined as the activity done by the

respondents upon waking up until the time they go home from

school/.

Endurance of abdominal muscle. The ability of the abdominal

muscles to keep up muscular effort longer.

Exercise. A physical activity which improves some components

of physical fitness. It is a subset of physical activity

that is planned, structured and repetitive and is done to

improve or maintain physical fitness

Fitness activities. Refers to activities that improve the

strength, endurance, flexibility and agility that decrease

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their body fat through stretching, walking or jogging and

weightlifting.

Flexibility. The ability of a joint to move through its

range of motion.

Isabela School for Blind and Deaf (ISBD). Is an institution

that caters education for the individual with visual

impairment.

Muscular endurance. Requires continuous use of a muscle or

group of muscles.

Muscular strength. Is defined as the maximum amount of force

that a muscle can exert against some forms of resistance in

a single effort. In general, it is defined as the ability to

generate force

Physical education. An integral part of the curriculum for

the optimum development of an individual physically,

emotionally, mentally and socially.

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Physical fitness. A way of life characterized by the ability

of an individual to perform daily tasks successfully (DECS

1998)

Profile. A biographical essay presenting the participants

most noteworthy characteristics and achievements.

Visually impaired. One who is blind or partially sighted or

one whose vision which even with connection adversely

affects his/her educational performance.

Warm-up. Refers to the performance of light to moderate

intensity of exercise prior to a higher intensity exercise.

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CHAPTER II

REVIEW OF RELATED STUDIES AND LITERATURE

This chapter presents a summary of the related

literature and studies in both foreign and local settings

that will help the researchers to construct the study

A. RELATED LITERATURE

a. Foreign

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The vision is a sense of fundamental importance in

learning of motor skills and movement construction mental

of, because the subject needs locate, assessment of space

and distance. Thus, through literature review experts and

some educator, concluded that the lack of vision can affect

the performance of an individual, some may adopt a sedentary

lifestyle listening to TV and radio in to their homes.

On the study conducted by Nesbitt the right to

participate in physical activities is a basic human right as

well as a civil right. It is also a right which has been

deprived to disabled individuals, especially the visually

impaired. The disabled individual who pursues this right is

in a particularly vulnerable position because he must rely

on the assistance of others. Government not only here in the

country passed different legislation to help and to meet the

needs of the so called “visually impaired people”. In the

United States of America, legislation too has played a vital

role in improving the lot of special children. Example, at

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public law 94-142, the law applies the children age 3-21 who

have been tested found to be in need of special services.

States that “each handicapped child must be afforded the

opportunity to participate in the regular physical education

program available to non-handicapped children unless: : (1)

the child is enrolled full time in a separate facility; or

(2) the child needs specially designed physical education,

as prescribed in the child’s individualized program”.

Other legal mandates that give importance to

handicapped education are as follows:

1. Public law 93-112(Rehabilitation Act 1973) - specified

that equal opportunity and access must be provided for

people with disabilities including physical education,

intramurals and athletics.

2. Public law 94-142(Education for All Handicap Children

Act-1975) required a free and appropriate public

education including instruction in physical education

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in the least restrictive environment with children with

disabilities.

3. Public law 95-06(Amateur Sports Act 1978) specially

included people with disabilities within the province

of the law.

4. Rehabilitation Act of 504- No other wise individual

with disabilities in the United State shall solely by

reason of this disability be excluded from

participation of benefits or be subjected to

discrimination, or activity receiving Federal financial

assistance.

5. Individuals with disabilities education improvement act

(IDEA 2004) outlined changes to IDEA 1997 wherein one

them state that benchmarks and short term objectives

written are no longer required for many learners in

reducing the amount of their paper works.

The ability to see depends on many factors: the

physical and human involvement, the age at which installed

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the disability, the ability to adapt to the situation,

intelligence, personality type, the consciousness of more or

less autonomy, education received and the technical support.

(Martin & Bueno, 1997)

Our physical fitness is closely associated with our

quality of life. It is our responsibility to keep this gift

from nature, fit and fine. Physical fitness is the key to

happiness in life. As physical fitness is responsible for

the overall well-being of an individual, the maintenance of

physical fitness should be one's top priority. Engaging in

some daily physical activity is the need of the sedentary

life of today. Exercise helps us decrease stress. It makes

us feel energetic and happy. Daily physical activity helps

us remain active and fresh throughout the day. Physical

activity helps us deal with stress and fight depression. It

is beneficial for our mental well-being as it is responsible

for the release of certain hormones that are responsible for

our psychological well-being.

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The adapted/developmental program refers to the phase

of physical education that meets the needs of the individual

who, because of some physical inadequacy, functional defect

capable of being improved through physical activity, or

other deficiency, is temporarily or permanently unable to

take part in the regular physical education program or the

phase in which special provisions are made for student with

disabilities in regular physical education process. It also

refers to students of a school or college population who do

not fall in the “average” or “normal” classification for

their age or grade. This student deviates from their peers

in physical, mental, emotional, or social characteristics or

in a combination of these traits.

According to an article: Modifications for Visually

Impaired Students in Physical Education Classes, Students

who are visually impaired may spend their Physical Education

class sitting out or keeping score if no modifications are

made for them to participate. Visually impaired students who

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are overweight or have limited muscle tone or lung capacity

due to inactivity could highly benefit from participating in

gym class. It is important for teachers to include and make

adaptations for all students with visual disorders so they

can be healthy and fit, take part in their classroom

community and develop self-confidence.

Being physically active can lead to a longer and more

comfortable life (Farrenkopf 438). In addition, games and

competitions teach values such as responsibility,

cooperation, leadership, social skills, turn taking, and

sportsmanship (Winnick 71). Positive physical education

educational experiences also enhance self-esteem. Although

many children experience the positive effects of being

physically active, there is, unfortunately, some difficulty

ensuring that children who are visually impaired enjoy the

same experience. There is a tendency towards limited

interaction and play among visually impaired people, and

this lack of activity leads toward a potential for childhood

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obesity and other health risk factors (Sherrill 562,

Lockette 136, Winnick 307, Cataruzolo).

Children, regardless of their handicapping conditions

are more similar with their peers than they are dissimilar.

The physical and motor abilities of the visually

impaired children are not uniform (Best of Challenge Vol.

II). Research also indicates that the physical and motor

development of many visually impaired children may be

restricted by environmental conditions such as lack of

opportunities for exploration and free play,

institutionalization, isolation o a general deprivation of

activity by over protective adults’, states by Adkins and

Matson, Oliver, Questad and Tiefenthaler, Rittenhouse and

Thompson.

According to Stein(year) without minimizing the

importance of psychomotor contributions of physical

activities, the greatest value these activities hold may lie

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in their contributions to the emotional, psychological and

affective development of the visually impaired children.

According to Julia Michell (2010) entitled how to take

care of blind people. She said that regardless of the level

of vision loss, the key to care for a blind person is

fostering a sense of self-sufficiency. Understanding how a

visually impaired person will be largely take care of

himself and may need less assistance in the things she

cannot do on their own. She said that the following are good

ways to take care the blind people:

Always ask first if the person wants you to help

and if so, how.

Keep all areas well lighted because many visually

impaired have some working vision.

Keep walkways clear, for clutters are very

dangerous.

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Do not move furniture because people with visual

impairment were mapping their environment, that if

you move anything without their consent it will

become an accident.

Keep things organized and it will help to prevent

accidents.

Keep drawers and cabinets closed, because it will

create a dangerous obstacle if left open.

Mark stairs and doors with contrasting colors for

it will help to see the outline of the colors in

doors and stairs if the person has a working

vision.

Announce your arrival and departure.

Let the person initiate touch if he needs you let

him take your arms. Warn him if there’s a need to

touch him.

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Walk one step ahead when leading, not only on

stairways side by side would be better.

Respect privacy does anything in his presence.

Especially if it is his belongings.

According to W. D. Akins (2010) the bodies of people

with visual impairments are just like yours and to have the

same exercise needs. Physical fitness programs that are

adequate help to prevent obesity and improve overall health

and provide a sense of well-being. She also tackle that

visually impaired person can do most types of exercise as

long as there are appropriate accommodations. Exercises for

the blind are to assess the individual needs of the person,

also choosing appropriate accommodations that were a second

challenge for the relatives of the visually impaired person.

In terms of sports the exercises that were given to them

should not be limited to basic workouts. The wide range of

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competitive sports will be available to visually impaired

individual when he reached a good level of physical fitness.

b. Local

The 1987 Constitution of the Philippines cites the

rights of exceptional children to education in Article XIV.

Section 1 declares that the state shall protect and promote

the right of all citizens to quality education at all levels

and shall take appropriate steps to make such education

accessible to all. Section 2 emphasizes that “the State

shall provide adult citizens, the disabled and out-of-school

youth with training in civics, vocational efficiency and

other skills.”

In June 1963, R.A. 3562 was enacted or otherwise known

as “An Act to Promote the Education of the Blind in the

Philippines” which established teachers training course and

Philippine National School for the Blind.

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Philippine Normal College offered courses in SPED for

teaching the blind in 1964 wherein 14 elementary school

teachers were selected for training. Article I, section 5 of

Child and Youth and Welfare Code (PD No. 603) states that

the ultimate goal of special education shall be the

integration or mainstreaming of learners with special needs

into the regular school system and eventually in the

community.

Special Education also aims to meet the individual

educational needs of the learners and, to the extent

possible, prepare them for going to a more regular classroom

setting. To achieve this, special educational programs must

propose on helping the learners develop academic skills,

self-help skills, social proficiency, a positive attitude

and self confidence (Raven’s Guide to Special Education).

How can you make your student with visual impairment

feel comfortable in you classroom? The following rules will

help you.

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1. It may sound odd to us who can see, but we use the

words “look” and “see” when communicating with a blind

person. These words are much a part of the vocabulary

of the student with visual impairment as they are of

any of your seeing students. He or she uses these words

to connote his or her methods of seeing, either by

manipulating or touching an object or looking very

closely at it. It is absolutely acceptable to use

expressions in daily conversations, “see you later”, or

“look here”.

2. Introduce him or her as you would any of your students.

Instruct the seeing classmates to talk to him or her

directly and not through you. Encourage the blind child

to answer his or her classmates’ questions directly

too.

3. Include him or her in all class activities. The special

education teacher can offer suggestions on how you may

go about the child’s full and active participation in

class activities.

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4. All children want to be a leader in class activities.

Extend the same opportunity to the blind child.

5. The same disciplinary rules that apply to the rest of

the class should apply as well to the child with visual

impairment. He or she may not be excused from school

rules and regulations because of his or her condition.

6. Encourage the blind child to move about the classroom

to get the materials or to do certain activities. You

can assign a classmate to be his or her buddy in going

about the class activities.

7. Give verbal instructions or oral cues since the blind

child does not see facial expressions like a nod (say

yes instead), knitting of the brow (say please explain

it further), or an arm movement suggesting that he or

she come over to you.

8. Provide space to accommodate his or her special

materials like bulky Braille books and larger print

books, Braille typewriter, tactual aids and others.

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9. Motivate the seeing classmates to become interested in

topics related to vision and visual impairment. You may

integrate these topics in the different subjects. For

example, in science, light and optics maybe a topic for

discussion. In English or Filipino, use of the Braille

code maybe demonstrated by the blind student.

10. Your acceptance of the child with visual

impairment will serve as a positive example to his or

her seeing classmates.

11. When approaching the blind students, unless he or

she knows you, always saywho you are instead of asking

him or her to guest who you are. Voices are not always

easy to identify, particularly in crowds or stress

situations.

12. The blind students may exhibit certain mannerism

like rocking, flapping the fingers in front of the

eyes, or poking the fingers into the eye. Consult the

special education teacher on how to deal with these

behaviors.

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The meaning of physical fitness from laymen’s point of

view, physical fitness, an obsession of all, both young and

old alike, is something that works wonder a factor that

helps everyone tremendously strive to have a longer and more

useful life.

Scientifically, a person is said to be physically fit

if he possess strength and stamina to carry out his task

without undue fatigue and still has enough energy to enjoy

more and to cope with unforeseen emergencies.

Pupils and students in their freshness and vigor of

life should be made to remember the value of physical

fitness which is a treasure more precious than material

wealth.

If physical fitness is a constant concern of all, then,

our country can hope to move onward to higher level of

healthful living. In the words of President Marcos,

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“It is vital that we take immediate steps to ensure that every Filipino shall

be given the opportunity to make himself physically fit – Fit to learn, fit to

understand, to grow in grace and nature, to live fully an active and above all, a

meaningful life.”

Physical fitness are defined in DECS Memorandum No.

204, s. 1994 is the capacity of each individual to

accomplish daily tasks with alertness and vigor. The

definition implies that physical fitness is a personal

matter and must be viewed within the context of an

individual’s daily life activities. People are different

from one another, such as age, sex, body built as well as

occupation & lifestyle.

It also states that a person is considered physically

fit if he can do daily task with alertness and vigor

efficiently and effectively. Everyone has differences but

then each one has the common responsibility to improve and

maintain physical fitness. Maintaining physical fitness can

be done by having different physical fitness activities like

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walking, dancing, running and others. For this to be

effective one should follow what is the right process for

the activity.

Physical Fitness has basic components such as cardio-

respiratory endurance, muscular strength, flexibility,

speed, power, coordination, balance, agility and reaction

time.

Cardio-respiratory endurance refers to one’s ability to

do and continue physical activity for a long period of time.

It is the ability of heart, lungs and vascular system to

function efficiently in a long period of time, this also

include the capacity of the body to postpone fatigue

involving total body movement. Muscular strength is the

ability of the muscles to exert force. Soon, it will become

muscular endurance when the force is exerted repeatedly,

while flexibility is the ability of the muscle to move

joints with ease through the normal range of motion. Also to

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perform a wide range of motions easily and without strain

injury.

The other components are skill related. The first one

is speed, a movement to cover a distance in a short period

of time. This could be referring to sports or leisure

activities like running or swimming. Secondly is power, the

release of maximum force very quickly.

Power is the combination of speed and strength. The

athletes like high jumpers, discus throwers and sprinters

need to have power. Another is coordination; it is by using

senses such as sight and hearing through brain to parts of

the body to produce smooth, quick and controlled movement.

Good body coordination is necessary in all sports. Then

balance which is a related component that enable a person to

remain stable even moving. The next one is agility which

enables oneself to move and change direction very quickly.

The last skill but not the least is the reaction time. It is

the amount of time that takes to make a physical response

34

once you see the need to take an action. The quality of

whatever a person does will reflect to his physical fitness

level. The higher the physical fitness levels the better

performance it will become. The physical appearance and

self-confidence will improve.

Physical fitness is an important objective of the

physical education program. And the program is directed

toward achieving the physical fitness through specific

development of different activities.

Oyco (2000) Physical fitness is a physical condition

where an individual has the ability to do daily tasks

without a feeling of fatigue and still has extra energy to

do their other activities. A physically active individual

has the capacity to learn a variety of vigorous recreational

pursuits.

The Bureau of Physical Education and school sports

prepared a simpler and more enjoyable physical fitness test

35

known as the Philippine Physical fitness Test (PPFT). There

are six (6) tests to measure physical fitness, namely:

1. Standing Long Jump - measures Leg Power

2. Bent Knee curl- ups - endurance of abdominal muscles

3. Chair push-ups – measures arm endurance

4. Sit and Reach – measures flexibility

5. Fifteen-minute run – measures cardio-respiratory

endurance

6. 50 meter run – measures speed

These tests are conducted twice a year (or as often as

time permits as diagnostic-evaluation tool in Physical

Education classes). The initial test in administered at the

beginning of the school year and post-test is given at the

end of the school year. The results of the initial test are

used as bases for providing continuous training for the

students to motivate them to develop and maintain optimum

36

performance. The following are the criteria

utilized as bases for the selection of the item of the PFT:

1. They should measure components of physical fitness

and not motor performance.

2. They can be administered with the use of minimal

equipment of facilities.

3. They approximate actual activities for fitness

development and maintenance.

4. They can serve as a gauge for life time fitness

participation the PFT test requires no modification

for those who have enough vision to run alone the

regular norms for each test can be used for the

visually impaired students except for the fifteen-

minute run.

RELATED STUDIES

a. Foreign

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The sense of sight is of fundamental importance in

modern society, which is organized mainly according to those

who have vision and is considered a vehicle of communication

in the world. (Tonjum, 1986, Rodney, 2003, Maia, 1996;

Trunks, 1999, Mir, 2004, Maia, 1996; Watkinson & Graham,

2005).Aydog et al, 2004; Juodzbaliene & Muckus, (2006) state

that the relationship with the environment depends on the

processing and integration of afferent information from 3

systems: visual, vestibular and proprioceptive.

The movement depends on the vision to develop, is a

type of information involving the location and evaluation of

space and distance, it is essential in the construction of

mental movement (Tonjum, 1986; Moura e Castro, 2000).

The visual function is the capacity of individuals to

give meaning to physical stimuli captured by the eye. "The

light energy is captured by the photoreceptor cells of the

retina (rods and cones) are transmitted to the occipital

38

area (visual cortex) where it is integrated with information

from the other senses". (Ladeira & Queiroz 2002)

Angelo Montagnino stated that, children develop most of

the visual skills necessary for play, future recreation and

athletics before the age of four. Many visually impaired

children do not develop these skills adequately. The special

education classroom the physical education class, the

recreation facility and the home can all be a source of

opportunities to develop these skills through a variety of

play activities that are fun. Playing cooperatively, rather

than competing, is the main idea. Activities should be

adjusted so every child experiences success.

Kathy Letcher once stated that, Physical Activity is

important for the health and well being of people of all

ages. It is enjoyable, builds self- confidence and improves

ones health and fitness. Specific sports skills are

developed in individual as well as team sports. Students

experience a variety of lifetime and recreational

39

activities. Students who are blind or visually impaired also

need to experience physical activity. The visually impaired

student with additional disabilities should experience a

program designed to improve their fitness levels by

participating in various games, activities and exercises.

According to her, some students may have developed poor

circulation, limited lung capacity, poor muscle tone, poor

posture, and a tendency to become overweight. A regular

physical activity program will improve fitness and give the

student confidence to move through space without

instructions. It can also develop motor skills needed for

daily living and mobility.

The principle of individual differences that applies to

education as a whole also applies to physical education.

Most administrators believe that as long as student can

attend school or college, he or she should be required to

participate in physical education. If this tenet is adhered

to, it means that programs may have to be adapted to meet

40

individual needs. Many children and young adults who are

recuperating from long illnesses or surgery or who are

suffering from other physical and emotional conditions

require special consideration concerning their full and

vigorous participation in physical activity programs.

It cannot be assume that all individuals in physical

education classes do not posses some type of disability. It

is unfortunate that many programs are administered on this

basis. An estimate has been made that eleven percent of

children in our schools have disabilities that require

special provisions in the educational program (Auxter, Pyfe

and Huettig 2005.)

A study of Tuncay (year) on the “Physical Fitness Levels Of

Blind And Visually Impaired Goal Ball Team Players”, found out that

Blindness can cause low physical work capacity, posture

problems, orientation difficulties, depressions and problems

with balance. Previous studies include information about

these disturbances.

41

Participation in physical activity during childhood can

aid the development of motor abilities and lay the

foundation for good health. Children who start sport

participation soon in life gain additional bony mineral

content and mineral density during growth. People with

visual impairment need more support in their psychosocial

and physical development. Sport gives the visually impaired

child the chance to be part of the group. Craft suggested

that physical education can promote the acquisition of daily

living skills, orientation and mobility skills needed by

students with visual impairments by helping to develop their

physical fitness and psychomotor abilities.

b. Local

Menandro Zubieto made a research about the physical

fitness of the “Bangkeros”, stated that fitness means a

well-conditioned cardiovascular and muscular system.

According to him, our heart and muscles need regular

workouts to stay ample energy to enjoy leisure time

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pursuits; walk a couple blocks or climb one or two flights

of stairs without becoming “unwinded” or feeling heaviness

or fatigue in the legs and carry on conversation during

light to moderate exercise such as brisk walking.

His further added that physical fitness cannot be

separated from a healthy lifestyle, which will later

contribute to a happy life. The ultimate goal of physical

fitness is the development and maintenance of a body

condition that is physically, emotionally and mentally fit

for life.

On the study conducted by Sol Reyes Muncada (2003)

about the physical fitness of the athlete, he found out that

the human being takes activities from his surroundings. Some

people are more exposed to tough environment.

On the other hand, some people live on easier life due

to the benefits offered by modern technologies.

In order attain a healthy body, especially nowadays, we

need sports and activities. These activities are important

43

moments for guaranteeing the balance and total well – being

of the person. In an age that has witnessed the ever

increasing development of various forms of automation,

especially in the workplace reducing the use of physical

activity, many people feel the need to find appropriate

forms of physical exercise that will help restore a healthy

balance of mind and body. (Muncada 2003: Angelo, Icaca and

Patdu 2012)

Visually impaired and sightless individuals spend more

energy to walk across a school campus than does a person

with normal vision and this is true for hundreds of

activities. So, visually impaired individuals need more

physical fitness to compete successfully than do persons

with normal vision. According to the book Development

Profile and Achievements in Physical Education Classes of

Students with Visual Impairment: Case Study by Capunitan

(2010) stated that the learning to move and to move learn is

given much emphasis in the teaching of Physical Education.

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Teachers of students who are visually impaired should be

skillful in explaining the current trends in education,

interpreting reports and diagnostic information from all

professional source, using the adapting assessment

instruments, maintaining reports & records, developing

individualized strategies, and choosing & using appropriate

technologies to accomplish objectives. Also in implementing

generalization and maintenance plans and preparing and

obtaining specially modified materials. It is their

responsibility to lead in structuring an optional learning

environment for their students. They should have up-to-date

knowledge of technological advances and devices and the

ability to determine the devices usefulness to individual

students.

Teacher of the students who are visually impaired must

be current in method used to teach sexuality, recreational

skills, social skills and daily living skills. (Cullata

45

et.al, 2003: Angelo, Icaca, Patdu 2012).

CHAPTER III

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METHODOLOGY

This chapter presents the Research Design, Respondents

of the study, Data gathering procedure, Research instruments

and Treatment of the data.

RESEARCH DESIGN

The study will use the descriptive research method. The

researchers used this method in order to gather information

to know the different physical activities of the visually

impaired students that serve as the basis for the

enhancement of their physical fitness. The basic fundamental

objective employing this method is to know and interpret the

physical activities given to the visually impaired students.

DATA GATHERING PROCEDURE

1. The researcher will write a letter address to the

school principal of the school

2. The researcher will seek approval for the school

principal to conduct survey

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3. The survey questions were prepared

4. The researchers will distribute the questionnaires to

the selected students of Isabela School for Blind and

Deaf.

5. Observe students

6. Conduct an interview with the selected students

7. All the data gathered will be computed and tabulated

and will be interpreted accordingly.

RESPONDENTS OF THE STUDY

The research aimed to study the visually impaired

students of Isabela School for Blind and Deaf, specifically

a 3rd year students. Composing of five students where three

of them are male and two from it are female.

RESEARCH INSTRUMENTS

In determining evaluation results, the researchers used

the following instruments:

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Profile sheet will serve as the instrument in order for

the researchers to know their respondents better.

Physical Activity Survey – the researchers patterned

this evaluation questionnaire to know the participation of

the respondents in physical fitness.

(Marissa G. Villarosa’s D – Physical Activity survey)

Physical Fitness Test Checklist

Part One

Direction: Supply the appropriate information.

Name of Child _____________________________________

Sex

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Female Male

Age

12 – 13

14 – 15

16 – 17

18 – Above

50

Physical Fitness Test (Score Sheet)

Name: Sex:

Age: Class:

Fitness Test Result Score Interpretation

1. Standing Long Jump

2. Curl Ups

3. 50m Sprints

4. a. Push-ups – Male

b. Push-ups – Female

5. Sit & Reach

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Daily Activity Survey

Name _____________________________ Gender ____________ Age ____________

Civil Status ________________ Designation ____________________________

Height ___________ Weight ____________

Direction: Please check the corresponding box of your answer.

1. What time do you wake up in the morning?

Between 4:00 am and 5:00 am Between 6:00 am and 7:00 am

Between 5:00 am and 6:00 am Between 7:00 am and beyond

2. Do you do any stretching or physical activity after waking up?

Yes No Sometimes

3. What is your means of transportation in going to school?

Walking Biking Riding on vehicles

4. What do you usually do during your break time?

Walking or doing any physical activity

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Sitting (doing school work, eating, taking a nap)

5. What time do you usually go home after school?

4:00 – 5:00 pm 5:00 – 6:00 pm 6:00 pm and beyond

6. What do you usually do when you are at home? (please check all that apply)

Watching television Sleeping

Doing household chores Listening to the radio

Physical Activity Survey

Name _____________________________ Gender ____________ Age ____________

Civil Status ________________ Designation ____________________________

Height ___________ Weight ____________

1. Relate your current level of physical activity by placinga check in the box that most closely describe your current level

Not active

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Somewhat active

Moderately active

Very active

2. Do you have a difficulty doing any of the following activities? (select all that apply)

Walking across a small room

Walking up one flight of stairs

Walking for 10 minutes without resting

Participating in moderate physical activity for 20 minutes without resting

Participating in strenuous physical activity for 20 minutes without resting

None of the above

3. In the last seven days, how would you rate your energy level?

Not active

Somewhat active

Moderately active

Very active

4. In the last seven days, what did you normally do during your break (besides lunch and snack)?

Sat down (talking, reading, doing work)

Stood around

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Went for a walk

Ran errands

Others (please specify __________________________________)

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BIBLIOGRAPHY

BOOKS

Rivera, Aquilino R. (1984) “Essays On Physical

Education And Sports”. Manila, National Bookstore, Inc.

Inciong T. G., Quijano, Y. S., Capulong, Y. T.,

Gregorio, J. A., and Gines, A. C. (2009) 1st Editionn

“Introduction to Special Education” Philippines.

Krotee, March L. and Bucher, Charles A., (2007) 13th

Ed. “Management of Physical Education and Sports” USA,

McGraw Hill Companies, Inc.

Singer, Robert N. and Dick, Walter (1980) 2nd Edition

“Teaching Physical Education” USA

Sharky, L. A. (1994) “Physical Activities for the

Intellectually Disabled”, New York: Pergamon Press.

De leon, Hector S. (2008) “Textbook on the Philippine

Constitution”. Quezon City

WEBSITES

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Ardito, M., & Roberts, J. (2007) “A catalog of physical

activities for visually impaired youth ride center for

synhandicap”. Retrieve March 29, 2012.

http://www.wpl.edu/Pub s/E-project/Available/E-project-

050307-055217/unrestricted/IQP Report.pdf

Montagnino, Angelo JR.(n.d.). “The Sports Council and

the Royal National Institute for the Blind Looking into PE:

Guidelines for teaching PE to Children with a Visual

Impairment New Jersey Commission for the Blind Various

pamphlets and handouts”. Retrieved March 14, 2012, from

http://www.s118134197.onlinehome.us/page.php?ITEM=39

Retrieved March 29, 2012, from

http://www.efdeportes.com/efd146/the-visually-impaired-in-

sport.htm

Retrieved March 29, 2012, from

http://illegalfilms.net/keepyourearontheball/docs/fitness_le

vels_goalball.pdf

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“Modifications for Visually Impaired Students in

Physical Education Classes”(n.d.). eHow.com

http://www.ehow.com/list_6524910_modifications-students-

physical-education-classes.html#ixzz1qomsE9lh Retrieved

March 31, 2012,from

http://www.ehow.com/list_6524910_modifications-students-

physical-education-classes.html

Retrieved March 31, 2012, from

http://bodyfitnesshealth.com/benefits-and-importance-of-

physical-education/ April 2009.

THESIS

Angelo, J. M., Icaca, M. E. T., and Patdu, A. A. C.,

(2012) “Physical Activity of the Visually Impaired Students of Philippine

58

National School for the Blind: Basis for Enhanced Physical Fitness”.

Philippine Normal University, Manila.

Mayari, Angelica M. (2005) “Social Skills of Children with Special

Needs in O.B. Montessori Center, Inc.: Basis for Program Development”

Philippine Normal University, Manila.

Puno, Cynthia T. (1995) “Some Selected Variables Related to the

Performance of the Visually Disabled Learners in the Philippine Educational

Placement Test” Philippine Normal University, Manila.

Chang, Chiao-Fu (1999) “Establishing Initial Physical Fitness Norms

for the Educable Mentally Retarded Children in the Division of City Schools

Manila” Philippine Normal University, Manila.

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