Persepsi Ibu Bapa Terhadap Penglibatan Aktiviti Fizikal Murid Pendidikan Khas di Sekolah
List of Authors
  • Frona Galimas , Manisah Mohd. Ali

Keyword
  • persepsi, penglibatan, aktiviti fizikal, ibu bapa, murid berkeperluan khas

Abstract
  • Aktiviti fizikal merupakan antara komponen yang penting dalam pembentukan fizikal yang sihat bagi seseorang individu. Aktiviti fizikal memberi banyak kebaikan kepada murid terutamanya murid pendidikan khas namun penyertaan kurang memberangsangkan disebabkan oleh sikap murid dan kurang sokongan daripada ibu bapa. Kajian ini meninjau persepsi ibu bapa terhadap aktiviti fizikal yang dijalankan di sekolah. Kajian ini juga mengenalpasti faktor yang menghalang murid untuk melibatkan diri dalam aktiviti fizikal yang dilaksanakan serta melihat hubungan persepsi ibu bapa dengan faktor penghalang murid dalam melibatkan diri dalam aktiviti fizikal. Kajian tinjauan ini menggunakan borang soal selidik yang diedarkan kepada responden melalui aplikasi Google Form. Responden kajian terdiri daripada ibu bapa kepada murid pendidikan khas di kawasan kajian iaitu seramai 40 orang yang dipilih secara rawak. Hasil kajian mendapati responden memberikan persepsi dari sudut positif mengenai aktiviti fizikal serta faktor penghalang juga sangat kurang. Tidak terdapat hubungan antara persepsi ibu bapa terhadap aktiviti fizikal dengan faktor penghalang dalam melibatkan diri dalam aktiviti fizikal di kawasan kajian. Dapatan kajian menunjukkan bahawa faktor penghalang daripada pihak ibu bapa sangat kurang namun halangan murid menyertai aktiviti fizikal perlu dilihat dari aspek yang lain. Antaranya ialah aspek kesesuaian aktiviti yang dijalankan, sokongan dari pihak sekolah dan sokongan dari komuniti.

Reference
  • 1. Arnell, S., Jerlinder, K., & Lundqvist, L.O. (2020). Parents’ perceptions and concerns about physical activity participation among adolescents with autism spectrum disorder. Autism, 24(8), 2243-2255.

    2. Barnett, D. W., Barnett, A., Nathan, A., Van Cauwenberg, J., & Cerin, E. (2017). Built environmental correlates of older adults’ total physical activity and walking: a systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 14(103).

    3. Benes, S., Finn, K. E., Sullivan, E. C., & Yan, Z. (2016). Teachers' perceptions of using movement in the classroom. Physical Educator, 73(1).

    4. Craike, M., Wiesner, G., Hilland, T. A., & Bengoechea, E. G. (2018). Interventions to improve physical activity among socioeconomically disadvantaged groups: an umbrella review. International Journal of Behavioral Nutrition and Physical Activity, 15(1), 1- 11.

    5. Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., & Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: A systematic review. Medicine & Science in Sports & Exercise, 48(6), 1197–1222.

    6. Jin, J., Yun, J., & Agiovlasitis, S. (2018). Impact of enjoyment on physical activity and health among children with disabilities in schools. Disability and health journal, 11(1), 14-19.

    7. Klos, L., Feil, K., Eberhardt, T., & Jekauc, D. (2020). Interventions to promote positive affect and physical activity in children, adolescents and young adults-a systematic review. Sports (Basel, Switzerland), 8(2), 26.

    8. Laird, Y., Fawkner, S., & Niven, A. (2018). A grounded theory of how social support influences physical activity in adolescent girls. International journal of qualitative studies on health and well-being, 13(1).

    9. Lang R., Koegel L. K., Ashbaugh K., Regester A., Ence W., Smith W. (2010). Physical exercise and individuals with autism spectrum disorders: a systematic review. Res. Autism Spectr. Disord. 4, 565–576.

    10. Lynch, T., & Soukup, G. J. (2016). "Physical education," "health and physical education," "physical literacy," and "health literacy": Global nomenclature confusion. Cogent Education, 3(1).

    11. Menear, K. S., & Neumeier, W. H. (2016). Promoting physical activity for students with autism spectrum disorder: Barriers, benefits, and strategies for success. Journal of Physical Education, Recreation & Dance, 86(3), 43-48.

    12. Spratt, E., Mercer, M. A., Grimes, A., Papa, C., Norton, J., Serpe, A., Mueller, M., Eckert, M., Harris, K., Blackmon, L., Durant, J., & Newton, J. (2018). Translating benefits of exercise on depression for youth with autism spectrum disorder and neurodevelopmental disorders. Journal of psychology and psychiatry, 2, 109.

    13. Wassenaar, T. M., Wheatley, C. M., Beale, N., Salvan, P., Meaney, A., Possee, J. B., Atherton, K. E., Duda, J. L., Dawes, H., & Johansen-Berg, H. (2019). Effects of a programme of vigorous physical activity during secondary school physical education on academic performance, fitness, cognition, mental health and the brain of adolescents (Fit to Study): Study protocol for a cluster-randomised trial. Trials, 20(189).

    14. Wright, A., Roberts, R., Bowman, G., & Crettenden, A. (2019). Barriers and facilitators to physical activity participation for children with physical disability: comparing and contrasting the views of children, young people, and their clinicians. Disability and rehabilitation, 41(13), 1499-1507.

    15. Zhao, M., & Chen, S. (2018). The effects of structured physical activity program on social interaction and communication for children with autism. BioMed Research International Journal.