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Comparing physical education course satisfaction between students with hearing and visual impairments in Mainland
1Department of Physical Education, Yong In University, Yongin-si, Republic of Korea.
Introduction:
This study examined physical education satisfaction among Chinese university students with hearing and visual impairments using Revised Importance-Performance Analysis (RIPA).
Methods:
A cross-sectional survey was conducted with 449 students from 10 universities in Guangdong Province, China, including 251 students with hearing impairments and 198 students with visual impairments. The study assessed perceptions of instructional content, teaching practices, learning outcomes, and overall physical education experiences.
Results:
The findings revealed distinct patterns of needs and satisfaction between the two groups. Students with hearing impairments placed greater importance on instructional clarity, communication accessibility, and individualized support, whereas students with visual impairments prioritized course accessibility, activity safety, and support for sustained physical activity engagement. Across both groups, immediate participation experiences and inclusive learning environments were valued more highly than long-term physical fitness outcomes.
Discussion:
These findings indicate that physical education satisfaction among students with sensory impairments is shaped by disability-specific needs and educational experiences. Accordingly, universities should adopt disability-specific physical education strategies by strengthening communication accessibility and individualized instructional support for students with hearing impairments, while emphasizing activity accessibility, safety, and sustained physical activity engagement for students with visual impairments.