| Studying in the regular class is the main form of placement in China’s special education.In the process of its continuous development,more and more special children enter the ordinary environment to receive education.Among them,children with mild intellectual disability account for a large proportion.With the deepening development,the direction of studying in regular class gradually from scale expansion to quality improvement.As an important part,physical education is of great significance to the development of special students and the improvement of the quality of studying in the regular class.However,the present situation of sports development is not optimistic.In inclusive environment,students are often neglected and marginalized.At the same time,in the aspect of individual counseling,the coverage of physical education subject in resource classrooms and individual education plans is still insufficient,which makes the gap between the special children and the typical development children cannot be effectively filled,which is very unfavorable for them to integrate into the general physical education curriculum and activities.This phenomenon directly or indirectly causes the lack of sports participation of special students,which is not conducive to the comprehensive development of physical and mental health of them,but also causes certain obstacles to the improvement of the quality of inclusive education.Under the condition of existing resources,it is of great significance to continue to improve the collective sports teaching,and at the same time,attach importance to continuously develop and carry out different forms of individual counseling,which is conducive to improving the individual ability of special students,enhancing their sports participation and promoting their inclusion in the ordinary environment.The present study takes adapted physical activity as the breakthrough point,use of literature,interview,test,action research,mathematical statistics and other methods,to investigate the status,problems and needs of sports participation in children with mild intellectual disability,and construct an adapted physical activity program for children with mild intellectual disability.The program was implemented through action research to verify the feasibility of the program and the effectiveness of sports participation promotion for children with mild intellectual disability in the regular class.It is expected to provide theoretical reference for relevant practical studies,provide new ideas for promoting sports participation of children with mild intellectual disability in the regular class,and provide case reference for the exploration and practice of sports development in inclusive education in China.The research mainly includes three aspects: 1.The status quo and influencing factors of sport participation in children with mild intellectual disability who studying in the regular class.By means of data collection,test,interview and other methods,this paper analyzes the status quo and influencing factors of sport participation of children with mild intellectual disability who studying in the regular class,so as to provide a practical basis for the construction and implementation of the sports participation promotion program of this group.TGMD-2,ActiGraph GT3X+,Sports motivation scale,Affect Misattribution Procedure were used to measure their fundamental movement skill,physical activity,motor motivation and attitude,and physical test data were collected.At the same time,through interviews to understand the current situation of their sports development and the factors affecting their participation.The results showed that their level of participation in sports was low,and their attitude towards sports was not positive.2.Construction of adaptive physical activity program for children with mild intellectual disability.Through the project of theoretical basis,target system,choice of organizational form,content,implementation structure,build adaptive physical activity plan for children with mild intellectual disability,set up an implement reference framework,to provide theoretical reference and guidance for the practice of adaptive physical activity.Adaptive physical activity programmes for children with mild intellectual disability in the regular class should begin by fully respecting and valuing each child in the classroom,acknowledging their need and right to an equitable education,and acknowledging their differences from their able-bodied peers;The establishment of a clear target system are the basis for ensuring the continuous implementation of the program and ultimately achieving the desired results;Centralized and individualized organization can save resources and improve efficiency;Based on the simple specialized motor skills,and Adjust to their characteristics and needs to ensure effective participation and practice for each child;A collaborative approach involving teachers,parents,coaches and researchers can ensure the smooth running of activities;The comprehensive evaluation method can timely respond to the problems in the implementation of the program and constantly promote the improvement of the program.Connecting the corresponding games and activities is an important guarantee for the continuous development of the program.3.An action research on the implementation effect of the adaptive physical activity program for children with mild intellectual disability.Using action research to carry out the adaptive physical activity program for children with mild intellectual disability.Verify the feasibility and effectiveness of the program and explore the effect of adaptive physical activity on sports participation of children with mild intellectual disability who study in regular class.According to the above principles of building the adaptive sports activity program,an adaptive sports activity program based on the basic skills of tennis was designed.The measures of sports quality,fundamental movement skill,physical activity,sports motivation,motor motivation and attitude,as well as the interviews with parents and teachers,were used to evaluate the implementation effect.The results showed that,by participating in adaptive sports activities,the indicators of children with mild intellectual disability were improved to varying degrees.At the same time,their interest and confidence in participating in sports were improved after they returned to the normal class.It shows that adaptive sports activities can promote the sports participation of children with mild mental retardation.The study finally reached the following conclusions:(1)The present situation of sports participation of children with mild intellectual disability in regular class is not optimistic.The limitation of school resources,the lack of teachers’ professional ability and practical experience in practice,the students’ own defects are the important factors that restrict the sports participation of children with mild intellectual disability.(2)The framework of adapted physical activity for children with mild intellectual disability in regular class should be based on the interdisciplinary comprehensive theoretical system,in order to fully respect and attention to each child as the logical starting point,admitted that they accept fair education needs as a person and right of the universal existence,and accept the differences between them and normal children.On this basis,program objectives,contents and implementation framework were formulated to lay the foundation for the specific formulation and effective implementation of adapted physical activity program for children with mild intellectual disability in regular class.(3)The long-term goal of adapted physical activity for children with mild intellectual disability is to promote participants’ participation in physical activity.Adopt the organization form of "centralized-temporary isolation ";Taking the learning of basic motor skills,transitional skills and specialized skills as the structural framework of the content,the principle of flexible adjustment of the content is formulated.The implementation structure is beginning,preparation,basic and end;Social,school and family cooperative team teaching matching;Evaluation method adopted process and result,subjective evaluation and objective evaluation.The theoretical framework has strong practical guiding significance and operability.(4)Through the implementation of the program,participants’ sports quality level,fundamental movement skill,physical activity level,sports motivation,sports attitude,interest in participating in sports,self-confidence and have been improved to varying degrees,and their participation performance after returning to the inclusive environment has been improved.Both the process and the results show that the adapted physical activity program for children with intellectual disability retardation in regular class is feasible and has certain promoting significance for the sports participation. |
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