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Effect of three communication modes ...

Diaz-Urbina, Gloria.

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Effect of three communication modes on following directions on a physical fitness test by students who are deaf and students who have normal hearing.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effect of three communication modes on following directions on a physical fitness test by students who are deaf and students who have normal hearing./
作者:	Diaz-Urbina, Gloria.
面頁冊數:	110 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-03, Section: B, page: 1284.
Contained By:	Dissertation Abstracts International65-03B.
標題:	Health Sciences, Recreation. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3127413

Effect of three communication modes on following directions on a physical fitness test by students who are deaf and students who have normal hearing.
Diaz-Urbina, Gloria.

Effect of three communication modes on following directions on a physical fitness test by students who are deaf and students who have normal hearing. - 110 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: B, page: 1284.

Thesis (Ph.D.)--The University of Utah, 2004.

This study was designed to determine if students who are deaf exhibit differences in the accuracy with which they follow instructions on a physical fitness test when using three different communication modes when they are compared to the accuracy with which students with normal hearing follow instructions on a physical fitness test when using these different communication modes. The three modes of communication for the students who were deaf were sign language (primary mode of communication), videotape with a demonstration of each test item, and a combination of the first two. The three modes of communication for students with normal hearing were: verbal (primary communication mode), videotape with a demonstration of each test item, and a combination of the first two. The sample for the study included students who are deaf (15 from Utah and 30 from Puerto Rico) and students with normal hearing (15 from Utah and 30 from Puerto Rico) between 7 and 16 years of age. The four test items of the Physical Best Fitness Test (1989) were 1-mile run/walk, sit-ups, sit and reach, and pull-ups.Subjects--Topical Terms:

1018003
Health Sciences, Recreation.

Effect of three communication modes on following directions on a physical fitness test by students who are deaf and students who have normal hearing.
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245 1 0 $a Effect of three communication modes on following directions on a physical fitness test by students who are deaf and students who have normal hearing.
300 $a 110 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: B, page: 1284.
500 $a Adviser: Hesta Henderson.
502 $a Thesis (Ph.D.)--The University of Utah, 2004.
520 $a This study was designed to determine if students who are deaf exhibit differences in the accuracy with which they follow instructions on a physical fitness test when using three different communication modes when they are compared to the accuracy with which students with normal hearing follow instructions on a physical fitness test when using these different communication modes. The three modes of communication for the students who were deaf were sign language (primary mode of communication), videotape with a demonstration of each test item, and a combination of the first two. The three modes of communication for students with normal hearing were: verbal (primary communication mode), videotape with a demonstration of each test item, and a combination of the first two. The sample for the study included students who are deaf (15 from Utah and 30 from Puerto Rico) and students with normal hearing (15 from Utah and 30 from Puerto Rico) between 7 and 16 years of age. The four test items of the Physical Best Fitness Test (1989) were 1-mile run/walk, sit-ups, sit and reach, and pull-ups.
520 $a The sit and reach and sit-ups test items provided the data for this report. The analysis showed that two sources of variance (mode of communication and hearing status) produced significant results for the sit and reach test. Mode of communication revealed an F (2, 78) = 292.13, eta 2 = .882 (p < .05), and hearing status revealed an F (1, 78) = 5.67, eta2 = .068 ( p < .05). Results for sit-ups showed a statistically significant interaction between hearing status and culture. On the sit-ups test, mode of communication revealed an F (2, 78) = 227.83, eta2 = .854 (p < .05), and for the interaction between hearing status and culture, the data showed F (1, 78) = 8.25, eta2 = .010 (p < .05). Participants followed instructions more accurately if both modes of communication were used, which resulted in better compliance with instructions than if only a demonstration was used, which was better than if only the primary mode of communication was used.
520 $a The data showed no cultural differences in following instructions of children living in Utah and Puerto Rico in the sit and reach test. On the other hand, the data did show cultural difference on the sit-ups test with the interaction between hearing status and culture (p < .05). It was thought that multiple modes of communication allowed both students who were deaf and students with normal hearing to more accurately follow instructions because of the better symbolic representation of the steps in memory or because learning styles were matched to teaching styles. This may have worked through task clarity.
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