Motor skill development in schoolchildren with hearing impairments during physical education in general secondary schools

Mykola Nosko; Маriia Troianovska; Miroslawa Cieslicka; Maura Stancu

doi:10.15561/26649837.2025.0501

Authors

Mykola Nosko T.H. Shevchenko National University “Chernihiv Colehium” https://orcid.org/0000-0001-9903-9164
Маriia Troianovska T.H. Shevchenko National University “Chernihiv Colehium” https://orcid.org/0009-0009-6804-2665
Miroslawa Cieslicka Collegium Medicum in Bydgoszcz, Nicolaus Copernicus University in Toruń https://orcid.org/0000-0002-0407-2592
Maura Stancu National University of Science and Technology Politehnica Bucharest, University Center Pitești https://orcid.org/0009-0002-8698-038X

DOI:

https://doi.org/10.15561/26649837.2025.0501

Keywords:

motor development, hearing impairment, schoolchildren, physical education, Ruffier test, respiratory endurance

Abstract

Background and Study Aim. Hearing impairment is a common childhood disorder that influences communication, learning and physical development. It is often associated with delays in motor skills and reduced functional capacity. Although physical education is widely applied in schools, its role in supporting children with hearing impairments remains a practical concern. The purpose of this study was to compare motor and functional indicators between schoolchildren with hearing impairments and their typically developing peers. Material and Methods. A comparative cross-sectional study was conducted with 36 schoolchildren with hearing impairments (7–8 years old) and 50 typically developing peers. Functional development was assessed using anthropometric measurements, spirometry, the Ruffier test, the Stange test, and the Genchi test. Statistical analysis included descriptive statistics, tests of normality (Shapiro–Wilk), Student’s t-test, and calculation of effect sizes (Cohen’s d). Results are presented as mean ± standard error (SE), with significance set at p < 0.05. Results. Children with hearing impairments demonstrated significantly lower lung vital capacity (1100–1250 ml vs. 1200–1300 ml in peers, p < 0.05) and a reduced vital index (approximately 41–43 ml/kg vs. 44 ml/kg, p > 0.05). The Ruffier test showed consistently higher scores (17–19 vs. 10–11, p < 0.01), reflecting poorer cardiovascular adaptation. The Stange test revealed markedly shorter breath-holding times (18–20 s vs. 34–40 s, p < 0.001), while the Genchi test confirmed limited hypoxic reserves (13–14 s vs. 16–18 s, p < 0.01). These patterns were consistent across both age groups and sexes. Conclusions. Schoolchildren with hearing impairments exhibit marked functional limitations compared to their typically developing peers. These results underline the need for differentiated approaches in physical education and provide a scientific basis for the development of adapted programs focused on improving cardiorespiratory endurance, motor coordination, and overall physical fitness in this group.

Author Biographies

Mykola Nosko, T.H. Shevchenko National University “Chernihiv Colehium”

mykola.nosko@gmail.com; Department of Sport, Faculty of Physical Education; Chernihiv, Ukraine.

Маriia Troianovska, T.H. Shevchenko National University “Chernihiv Colehium”

masha.troyanovskaya@gmail.com; Department of Pedagogy, Psychology and Physical Education Methods, Faculty of Physical Education”; Chernihiv, Ukraine.

Miroslawa Cieslicka, Collegium Medicum in Bydgoszcz, Nicolaus Copernicus University in Toruń

cudaki@op.pl; Department of Physiology; Bydgoszcz, Poland.

Maura Stancu, National University of Science and Technology Politehnica Bucharest, University Center Pitești

stancu_maura@yahoo.com; Department of Physical Education and Sport; Pitesti, Romania.

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