Instructional Resources and Strategies on Participation in Adapted Aquatics for Learners with Physical Impairments in Joy-Town Special Primary School in Kiambu County, Kenya
Abstract
The study sought to analyze the instructional needs and resources for Adapted Aquatic
activities for learners with Physical Disability at Joy-Town Special Primary School
Kiambu County Kenya. Children ought to get 60 minutes or more physical activity every
day, including children with physical disabilities as it is an excellent way of improving
motor fitness, physical fitness, social skills and self-confidence of learners with
disabilities. However, most PE teachers are not conversant with Adapted Aquatics since
it is not included in the curriculum offered in diploma and certificate Teacher Training
Colleges. Moreover, there is very little literature on participation in adapted aquatics in
Kenya with respect to instructional resources. The study was guided by Ernest Kiphard
motor adaptation theory (1983) which emphasizes the interactions between the teacher,
learner and the environment. The study took the form of a case study which involved the
selection of 62 learners from classes 5, 6 and 7, 3 administrators namely the head-teacher,
deputy head-teacher and the senior-teacher, 3 Physical Education teachers and the
swimming instructor were targeted yielding a total of 69 respondents. Using stratified
random sampling based on gender, 35 learners were selected. 3 administrators namely the
head-teacher, deputy head-teacher and the senior teacher, 3 Physical Education teachers
and the swimming instructor were purposively selected for the study making a total of 42
respondents (60.87%) of the target population. Questionnaires, interview guide and an
observation checklist were used to collect the data. The data collected was coded and
analyzed using descriptive statistics such as frequency distribution tables and measures of
central tendency. It was then presented in form of tables, graphs and pie-charts. The study
found out that the strategies used in teaching adapted aquatic lessons included use of IEP,
preparation of remedial aquatic lessons and use of aquatic games after class work where
learners practiced the learnt skills. Instructional materials for adapted aquatic activities
were found to be insufficient. Some learners never participated in swimming lessons due
to medical conditions while others had a negative attitude toward the sport. There were
numerous challenges faced when teaching adapted aquatics activities. The challenges
included inadequate facilities, lack of sufficient swimming equipment, lack of funds to
organize swimming gala and lack of collaboration of the multidisciplinary teams in the
swimming. The researcher recommends that to cater for the individual needs for learners
with physical disabilities, the swimming pool and other facilities should be adapted and
modified.