“ARTIFICIAL CONTROLLED ENVIRONMENT” IN INCLUSIVE PHYSICAL EDUCATION OF SCHOOLCHILDREN WITH HEARING IMPAIRMENTS
DOI:
https://doi.org/10.67034/2786-8354.2026.20.2.25Keywords:
inclusive physical education, schoolchildren with hearing impairments, artificial controlled environment, multimedia technologies, physical activityAbstract
Introduction. Modern inclusive education requires the implementation of innovative approaches to physical education for schoolchildren with hearing impairments, as sensory deprivation negatively affects their coordination abilities, spatial orientation, motor control, and psycho-emotional state. In this context, the use of an artificial controlled environment is relevant as an integrated system of hardware, software, sensory, and informational tools that ensure adaptive management of motor activity and monitoring of students’ functional status. A review of the scientific and methodological literature reveals insufficient development of such technologies, which necessitates a scientific substantiation of their structural components, pedagogical conditions of implementation, and evaluation of effectiveness in inclusive physical education. The aim of the article is to provide a theoretical and methodological substantiation and to analyze the possibilities of applying the tools and methods of the “artificial controlled environment” concept in the system of inclusive physical education for schoolchildren with hearing impairments.
Materials and Methods. The study employed analysis of scientific and methodological literature, legal documents, pedagogical experiment, anthropometric, functional, sociological, and statistical methods. Morphofunctional status, physical work capacity, physical fitness, psycho-emotional state, and motivation of schoolchildren with hearing impairments were assessed. Physical work capacity was determined using the Harvard step test and Ruffier test; psycho-emotional state was evaluated using the DVOR and Luscher tests; motivation was assessed through questionnaires and surveys. Data processing was performed using mathematical statistics methods in Microsoft Excel. The study complied with the ethical principles of the Declaration of Helsinki with informed consent obtained from parents of participants.
Results. The implementation of the artificial controlled environment concept was found to be a promising direction in adaptive pedagogy, as it enables targeted regulation of motor activity, compensation for sensory limitations, and facilitation of social integration of schoolchildren with hearing impairments. The low motivation level and insufficient knowledge of healthy lifestyle principles identified at the ascertaining stage justified the need for multimedia technologies. Based on this, the multimedia information and methodological program “Motus Vita” was developed, integrating theoretical, practical, and informational components while considering the perceptual characteristics of learners with hearing impairments. Expert evaluation confirmed its high effectiveness (84.3%; W = 0.75–0.81) and appropriateness, particularly for secondary school students, emphasizing interactive and visual teaching tools. The implementation of the program contributes to increased motivation for physical activity, improved physical condition, social adaptation, and the formation of health-preserving behavior. The most effective forms of physical activity were identified as tourist multi-event activities, orienteering, swimming, and modern fitness and gymnastics technologies.
Conclusions. The feasibility of implementing the artificial controlled environment concept in inclusive physical education for schoolchildren with hearing impairments has been substantiated as a means of compensating sensory limitations. To address the identified deficits in students’ knowledge and motivation, a three-component multimedia program “Motus Vita” was developed. Expert verification confirmed its high effectiveness (84.3% approval) and statistical reliability of expert agreement (W = 0.75–0.81; p < 0.05). Secondary school students were identified as the primary target group, while interactive video technologies were considered the most effective delivery tools. The program implementation enhances motivation for physical activity (particularly tourism multi-event activities, orienteering, swimming, and fitness), improves physical condition, supports social adaptation, and promotes health-preserving behavior among schoolchildren.
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