Purpose: As the latest research shows, psychomotor development and motor learning of deaf children is garnering a great deal of attention from scientists. Effectively correcting the psychomotor development of hearing-impaired kids requires a deep understanding of the disorders, structures, depth, and the children’s potential motor learning capabilities. We believe this understanding can be reached with the Bernstein approach. However, we were able to find only a handful of studies on psychomotor development of hearing-impaired children from the point of view of the theory of how motor skills are formed. Based on this theory, the purpose of this study was to create a diagnostic program that can evaluate and analyze psychomotor disorders and uncover their mechanism in hearing impaired kids compared to their peers with normal hearing. Methods: The study included 54 children from primary schools in Lviv with normal hearing and 94 primary school children with hearing loss from the Lviv Specialized Boarding School named after Maria Pokrova №101 and the Zhovkiv Training and Rehabilitation Center “Zlagoda” (51 children with hearing loss and 43 deaf children). The research sample we chose was random and the children ranged in age from 7-8 years old. To study a single motor skill based on the involvement of multiple levels of central nervous system control, the jump model was chosen. The study consisted of 10 tests, each of which was rated on a 5point scale. Gathered and analysed data were used for the quantitative method. Result: It was established that children with hearing loss had psychomotor retardation on all motor skill levels compared to their peers with normal hearing. Hearing impaired children had a low level of static and dynamic coordination, speed of movement, and motor memory. The lowest level of development was purposeful movement. Conclusions: We identified specific psychomotor disorders in primary school children with hearing loss compared to their peers with normal hearing on all levels of motor skill formation, and found correlations between the overall assessment of hearing impaired children and the studied components by level of movement construction: for any motor activity, there is a primary level, which forms the foundation of the movement and all other levels that are activated when performing the movement. The aspects of sensory-motor functions in primary school children with hearing loss depend on the level of hearing loss and consist of an absence of coordination on multiple levels of movement construction.

中文翻译：

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从伯恩斯坦的运动建构理论的角度来看，小学生听力损失的心理运动发展方面

目的：正如最新研究表明的那样，聋儿的心理运动发展和运动学习正在引起科学家的极大关注。要有效地纠正听力障碍儿童的心理运动发育，就需要对疾病，结构，深度和孩子潜在的运动学习能力有深入的了解。我们相信，使用伯恩斯坦方法可以达成这种理解。但是，从运动技能的形成理论的观点来看，我们仅能找到少数有关听力障碍儿童心理运动发展的研究。基于此理论，本研究的目的是创建一个诊断程序，与正常听力的同龄人相比，该程序可以评估和分析精神运动障碍并揭示其在听力障碍儿童中的作用机制。方法：该研究包括来自利沃夫州小学的54名听力正常的儿童和来自利沃夫专业寄宿学校的94名小学生的听力受损，这些儿童以玛丽亚·波克罗娃（Maria Pokrova№101）和“霍夫基夫”培训和康复中心“ Zlagoda”的名字命名（51名听力受损和43个聋哑儿童）。我们选择的研究样本是随机的，孩子的年龄介于7-8岁之间。为了研究基于多级中枢神经系统控制参与的一项运动技能，选择了跳跃模型。该研究包括10个测试，每个测试的得分为5分。收集和分析的数据用于定量方法。结果：已经确定，与听力正常的同龄人相比，听力下降的儿童在所有运动技能水平上都有精神运动发育迟缓的情况。听力障碍的儿童的静态和动态协调，运动速度和运动记忆水平较低。发展的最低水平是有目的的运动。结论：我们在所有运动技能形成的水平上，识别了与听力正常的同龄人相比，有听力损失的小学生的特定心理运动障碍，并发现了听力障碍儿童的总体评估与通过运动结构水平研究的因素之间的相关性：对于任何运动活动，都有一个主要级别，该基本级别构成了运动以及执行运动时激活的所有其他级别的基础。