Physical Avtivity Among Weak-Sighted Students in Elementary Schools, 1998

The primary objective of the project was to investigate the contemporary situation concerning weak-sighted students' participation in gym class in elementary school, and their level of physical activity after school, with the intention of suggesting remedies to improve their conditions for participation. The variables included were the following: Knowledge, information, planning, cooperation, the role of physical educators, individual learning plans, exercise choices, integration, resources, organizational actions and the students' attitudes towards physical education and activity. The study found that the majority of weak sighted students looked forward to gym class, but had little physical activity in their spare time. For the weakly impaired, the primary motivation for physical activity was friends. While the strongly impaired and the blind put primary importance on facilitation and follow up. More than half of the group claimed a shortage of available activities after school, while three out of four blind students claimed a complete lack of available activities. Teachers were generally found to be well educated in their field, but lacked specific knowledge concerning the weak-sighted and blind. Few had specialized learning plans, and there was a lack of cooperation and exchange of information and knowledge between teachers. The sample consisted of weak sighted students from ten counties in southern Norway. The sample was drawn by visual educators in each county.

本项目的核心目标是调查小学视力障碍学生（weak-sighted students）参与体育课的现状及课后体育活动水平，旨在提出改善其参与条件的对策。研究涉及的变量包括：知识、信息、规划、合作、体育教师的角色、个性化学习计划、运动选择、融合、资源、组织行动，以及学生对体育与活动的态度。研究发现，大多数视力障碍学生期待体育课，但课余时间体育活动较少。轻度障碍学生参与体育活动的主要动机是朋友；而重度障碍学生及盲生则更重视便利条件与后续支持。超过半数的受访学生表示课后缺乏可参与的活动，而四分之三的盲生则称完全没有可参与的活动。研究还发现，教师普遍具备扎实的专业教育背景，但缺乏针对视力障碍学生及盲生的特定知识；很少有学生制定了专门的学习计划，且教师之间缺乏合作及信息与知识的交流。样本由挪威南部十个郡的视力障碍学生组成，由各郡的视觉教育工作者选取。