ABSTRACT

Background: When compared to their hearing peers, Deaf pupils are likely to experience fewer activities and participate less often in physical education (PE), be less physically active, lag in motor skill development, and are more likely to be overweight or obese. While the reasons for these differences are nuanced and complex, established phonocentric pedagogical practices and (mis)communication between Deaf pupils and hearing PE teachers have been identified as key issues of concern.

Purpose: The purpose of this research is to explore prospective PE teachers’ attempts to disrupt phonocentricism by learning about visual pedagogies and non-verbal communication through: (1) teaching activities to peers who are wearing noise-cancelling ear defenders; and (2) wearing noise-cancelling ear defenders themselves as they are taught by other prospective PE teachers.

Methodology: A total 75 prospective PE teachers (i.e. those who intended to apply to train to become a teacher once their undergraduate studies were complete) participated in the research, all of whom had attended at least some of the eight, two-hour practical activities dedicated to using ear defenders for pedagogical purposes. Data were generated via practical lesson observations and audio-recorded group discussions about teaching peers who were wearing ear defenders. All qualitative data were analysed thematically and informed the construction of vignettes used to represent data.

Findings: Prospective PE teachers learned how to disrupt phonocentric practices by using hand gestures and touch as pedagogical tools to gain the attention of learners and for instructional purposes. In this respect, I identify a need to explore the ethics of using these tools when working with Deaf pupils especially because some of the practices witnessed raised questions about power and consent. There was also evidence of pedagogical experimentation relating to the use of both pictures and text-to-speech smart phone applications for communicating non-verbally. Here, concerns were expressed by prospective PE teachers that these forms of communication were often ‘one-way’, preventing opportunities for more dynamic and interactive forms of communication and learning. It was notable that prospective PE teachers found it difficult to provide meaningful feedback, non-verbally, to support learning and development. I end by acknowledging the difficulty in knowing whether what prospective PE teachers learned could and should be transferred to myriad contexts and situations in PE that Deaf pupils find themselves. Moving forward, this is something for members of our academic community to explore.

摘要

背景: 与听力正常的同龄人相比，聋哑学生的活动和参与体育教育 (PE) 的次数可能较少，身体活动较少，运动技能发展滞后，并且更有可能超重或肥胖。虽然造成这些差异的原因微妙而复杂，但聋学生和听力体育教师之间已建立的以音为中心的教学实践和（错误）沟通已被确定为关注的关键问题。

目的：本研究的目的是探索未来体育教师通过学习视觉教学法和非语言交流来打破语音中心主义的尝试：（1）向佩戴降噪耳罩的同龄人进行教学活动；(2) 自己佩戴降噪耳罩，因为他们是其他准体育老师教的。

方法: 共有 75 名准体育教师（即那些打算在完成本科学习后申请培训成为一名教师的教师）参与了研究，他们都至少参加了 8 个两小时的实践活动中的一部分致力于将护耳器用于教学目的。数据是通过实践课程观察和录音的小组讨论生成的，这些讨论是关于戴耳罩的教学同伴的。所有定性数据都进行了专题分析，并告知用于表示数据的小插曲的构建。

发现：未来的体育教师学习如何通过使用手势和触摸作为教学工具来吸引学习者的注意力并用于教学目的，从而打破以音为中心的做法。在这方面，我认为有必要探讨在与聋学生一起工作时使用这些工具的道德规范，特别是因为目睹的一些实践引发了关于权力和同意的问题。还有证据表明，有关使用图片和文本到语音的智能手机应用程序进行非语言交流的教学实验的证据。在这里，未来的体育教师表达了担忧，即这些交流形式通常是“单向的”，阻碍了更多动态和互动形式的交流和学习的机会。值得注意的是，未来的体育教师发现很难提供有意义的非语言反馈来支持学习和发展。最后，我承认很难知道未来的体育老师所学的知识是否可以并且应该转移到聋学生自己发现的无数体育环境和情况中。展望未来，这是我们学术界成员需要探索的东西。