WOLAITA SODO UNIVERSITY

COLLEGE OF NATURAL AND COMPUTATIONAL SCIENCES

DEPARTMENT OF SPORT SCIENCES

FACTORS THAT AFFECTS STUDENTS WITH VARIOUS DISABILITIES

TOWARDS PHYSICAL ACTIVITY IN CASE OF WOLAITA SODO
UNIVERSITY.

A PROPOSAL SUBMITTED TO THE DEPARTMENT OF SPORT SCIENCE IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS FOR THE BACHILOR OF DEGREE OF SPORT
SCIENCE

BY, AFWORK OCHE

I’D; SSP/WE/017/10

ADVISOR; ADANECH .T

WOLAITA SODO, ETHIOPIA

SEPTEMBER, 2021
Table of Contents Page
ABSTRACT.................................................................................................................................................i
CHAPTER ONE..........................................................................................................................................1
1. INTRODUCTION...................................................................................................................................1
1.1. Back ground of the study..................................................................................................................1
1.2. Statement of the problem..................................................................................................................2
1.3. Objective of the study.......................................................................................................................2
1.3.1General objective.........................................................................................................................2
1.3.2Specific objective........................................................................................................................3
1.4Significance of the study....................................................................................................................3
1.5. Limitationof the study.......................................................................................................................3
1.6. Operational definitions.....................................................................................................................4
1.7. Organization of the study..................................................................................................................4
CHAPTER TWO.........................................................................................................................................5
2. REVIEW OF RELATED LITERATURE...............................................................................................5
 2.1. The concept of disability..................................................................................................................5
2.2 The Benefits of Physical Activity to Person with Disabilities...........................................................5
2.3. Hearing impairment..........................................................................................................................8
2.3.1Three types of hearing loss..........................................................................................................8
2.3.2Factors contributing of hearing handicap.....................................................................................9
2.4 Disability with physical activity........................................................................................................9
2.5. Formation of attitude......................................................................................................................10
2.6. Factorsaffect the participation of disability student to ward physical activity in WolaitaSodo
University..............................................................................................................................................10
2.7. Attitude of disabled people.............................................................................................................11
2.8. Adapted physical education for visual Impairment and disability...................................................11
CHATER THREE.....................................................................................................................................13
3. RESEARCH DESIGN...........................................................................................................................13
3.1. Study area.......................................................................................................................................13
3.2. Study Design..................................................................................................................................13
3.3. Study population.............................................................................................................................13
3.4. Source of Data................................................................................................................................13
3.5. Instrument of data collection..........................................................................................................13
3.5.1.1 Questionnaire.........................................................................................................................13
3.5.1.3. Interview...............................................................................................................................14
3.6. Sampling size and sampling techniques..........................................................................................14
3.7. Method of data analysis..................................................................................................................14
3.8. Data collection procedures..............................................................................................................14
3.9. Work Plan (Time Table) and Budget..............................................................................................14
3.9.1 Work Plan.................................................................................................................................14
3.9.2 Budget Breakdown...................................................................................................................15
REFERENCE............................................................................................................................................17
APPENDIX 1............................................................................................................................................18
 CHAPTER ONE
1. INTRODUCTION

1.1. Back ground of the study

The development of society in every aspect could be effective through by education for all
and by the use of resources of the country equally bring about economic development and
social changes. The most important is human resource and the developing their resources is
through education and training become very important Nwaka, N.G.&Ofojebe,W.n(2010)

Disability: - will define in the individual with disabilities education act (IDEA) of 1990.It is
disorder of one or more of the basic psychological process involves in understanding and
using language, spoken, written, which may manifest itself in the imperfect ability to listen,
think, speak, written, spell, or perform mathematical calculation. Such disorder includes
conditions as perceptual disability brain injury, minimal brain dysfunctions, and
developmental phase. The term does not include children who have learning problem Time
schedule that are primarily the result of visual hearing or motor disabilities mental retard
action, emotional disturbance, environmental, cultural or economic disadvantage. Disability
person has someone who has a physical and mental on history her ability to do normal daily
activity (gethingetal 1994)

Disability studies refer generally to the examination of disability as social, cultural, and
political phenomenon. That studies focuses on how disability is defined and represented in
society. It rejects the perception of disability as a functional impairment that limits a person
activity. Disability is not a characteristic that exists in the person or problems of the person
that must be "fixed" or "cured" instead of disability a construct that find sits meaning with in
a social and cultural context. Disability studies a vibrant 'and diverse area of academic
inquiry. (http://www.disability studies, higher education "Home" what we do)

So in Ethiopia today the participation of handicapped student, visual impaired, hearing

impaired, wheel chair using student in high intuition has shown are mark able development
compared to the earlier time. Physical activities are essential subject matter focused on the
development of effective, cognitive and psycho motor domain through training and
contribution part to total education process.
Therefore several factors which affect the participation of the attitude of students with
disability to ward physical activity. This study has tried to investigate the attitude of students
with various disabilities to ward physical activity in WolaitaSodo University.

1.2. Statement of the problem

Physical exercise or physical activity is an activity which as a medium of training experience
takes place and it involves our physical enhanced, our emotional outlook stimulates as
intellectual activity. And ability (Seaton 1983) in this time learned including handicapped
students may participate in different sport or physical activity. However compared, the
participation of handicapped students in same physical activity may not be effective. This
might result from their adequate exposure to physical exercise. It is obvious that usually
emphasize may not be given to student with disability that they can participate in physical
activity training program. As to them physical exercise should be part for them, in order to
relax their mind, develop and control their bod (Charles bucher)

Tooze (1981) also states that "physical exercise gives great advantage to disability student in
making them active and independent and they may mirror that physical education has great
advantage (contribution) in their academic studies. However, in Ethiopia the significant of
physical contribution for visual disabled different attitude toward sport or physical activity
training is not as much as good or better when we compared to other countries.

A result of this in Wolaita Sodo University Due to several reasons they could not participate
in the physical activity program. Based on this problem the researcher will be like to
investigate the real program by raising the following questions.

 What is the attitude of disability students towards physical activity?

 What are the major factors that participation of the disability students towards
physical activity?

 Does lack of infrastructure affect disability students towards physical activity?

 Does the university community play aroles for the participation of its with disability?

1.3. Objective of the study

1.3.1General objective
The General objective of this study is to assess the factors that affects student with various
disabilities to ward, physical activity program in Wolaita Sodo University
1.3.2Specific objective
The specific objective' of the study is:-

 To know the attitude of students with various disabilities towards physical activity.

 To identify the major factors that hinders the participation of student with various
disabilities to ward physical activity.

 To identify how lack of infrastructure affects the participation of students with

disability towards.

 To what extent the community of the university plays a great role to engage students
with disability in physical activity program.

1.4Significance of the study

The study will be to focus on the factors that affects student with various disabilities for
practicing in physical activity program at the university. The researcher believes that the
student, teacher and administers on what and how student with various disability take part or
affect in different physical activity program.

The significant of study will be to

 Enrich the poor knowledge of the students and community to participate in physical
activity.

 To create favorable condition for applying physical exercise for individual with
various disability.

 Reveal accurate facts about physical activity and to create for all programs for better
development.

1.5. Limitationof the study

While conducted the study the researchers will be to encounter several factors and problems
which are limited to his study. Among these factors and problems the following are the most
common:-

 Lack of reference materials such as relevant books Internet connections

 Some students did not fill the questions properly
 Unable to use further information from another service due to shortage of time
 Financial problems are influenced the researcher for further study.
1.6. Operational definitions
 Attitude: - In some way Corrine (1944), define attitude as "his disposition to respond
toward an object in positive and negative manner”.

 Disability: _ is a limitation that is imposed on the individual by environmental

demands. (text book)

 Impairment: - it defined any loss or abnormality of physiological psychological or

anatomical structure of function. (www.http://Wikipedia. Org. Impairment)

 Hearing implementation: is a full or partial decrease of in the ability of detect or

understand sound. (Www/ http:// definition. Use legal. Com)

 Physical ability:- is and body movement produced suitable by the contraction of

skeletal muscle that increase energy (Woes Bucher 1999)

 Visual impairment: - is a vision loss of a person to such a degree as to quality as a

additional support need through a significant limitation of visual capability. (Www.
http://wikipedia. org. definition of VI)

 Physical activity: -is defined as any bodily movement produced by skeletal muscles
that require energy expenditure.

 Hearing impairment:-refers to the inability to hear things, either totally or

partially.

1.7. Organization of the study

This research proposal has three chapters

Chapter one: - including back grounding of the study statement of problem objective of the
study delimitation of the study and limitation of the study significance of the study and
definition of the terms.

Chapter two:-presents review of related literature.

Chapter three:-methodology of the study research design source of data sampling size and
sampling techniques data collection and instrument and data analysis.
 CHAPTER TWO

2. REVIEW OF RELATED LITERATURE

2.1. The concept of disability

Physical disability is not defined by the presence of certain medical condition but rather the
impact that medical condition has on important areas of daily life. Physical disability is a
term that individualized from person to person based on his or her unique life
experience(Rizza abdsitrtnik 1991)

Disability is an impairment that may be cognitive, developmental, intellectual, mental,

physical sensory or same combination of these. If substantially affects as a personal life
activities and maybe present from birth or occur during a person life time(Journal of applied
physiology)

Organized sport for athletes with a disability is generally divided in to three broad disabilities
group. The deaf people with disabilities also known as hearing impairment is a partial or total
in ability to hear and people with intellectual disability also known as general learning
disability and mental retardation a generalized disorder characterized by significantly
impaired intellectual and adaptive functioning (international committee of sport for deaf)

2.2 The Benefits of Physical Activity to Person with Disabilities

According to the WHO (2006) approximately 600 million people in the world live with some
form of disability. Of these, 80% live in LMICs, are poor, and have little or no access to basic
services. In many LMICs, disability, if not outright excluded, is only minimally
addressed by public health and social policies, leaving SWDS with few structural supports.

Living with a disability not only disadvantages these individuals and their families, but can
also have an impact on the larger community and the national health and economic
development of a country (Saka, Kuranga and Abengunde, 2005). It has been recognized that
it will be impossible to achieve the United Nations’ Millennium Development Goals
without recognizing and addressing the needs of PWDS (Disability KaR, 2005). Although
research focusing on physical activity in the general population is plentiful, research
addressing these areas for people with physical disabilities is a recent phenomenon (Ralph W.
smith, 1993). People with disabilities are at risk for the same chronic health conditions as the
general population.
Individual with disabilities can gain very similar benefits from physical activity and
the accrued physical fitness as people without disabilities. The benefits of being active
are enormous for individuals with a disability, and society as a whole, while prolonged
physical inactivity is associated with long term risks of disease in people with or
without a disability. The benefits of physical activity are universal for all children, including
those with disabilities. As Nancy A et al, (2008) indicated the participation of children with
disabilities in sports and recreational activities promotes inclusion, minimizes
reconditioning, optimizes physical functioning, and enhances overall well-being. Despite
these benefits, children with disabilities are more restricted in their participation, have lower
levels of fitness, and have higher levels of obesity than their peers without disabilities

The long- term health benefits of physical activity, including recreation, have long
been established for all individuals with or without disability. However, as with other
marginalized members of society, Persons with disabilities have also been generally
excluded from activities found in mainstream society, including sports and leisure
activities (DePauw and Gavoron, 2005). SWDS have traditionally been considered to be
frail and not physical capable and, as a result of their perceived inferior physical and
mental status, excluded from physical activity. Beyond rehabilitation or therapeutic
applications. The benefits of participation in physical and leisure activities are not limited to
rehabilitation for SWDS. As with the general population, physical activity may reduce
the risk for chronic illnesses and secondary conditions for SWDS (Destine e tal., 2000
Health and Fentem, 1997).

However, even though they would derive considerable benefit from physical exercise,
children and adults living with disabilities are more likely to be sedentary compared to their
able- bodied counterparts, (Burchell, 2006). Physical activity amongst SWDS may also bring
numerous benefits to a community both at a social and an individual level. Participation in
such activities may improve functioning in daily activities, resulting in increased
independence and empowerment of SWDS, increased social integration and inclusion,
as well as help to change attitudes among members of the society in general (Sherrill,
2004).

Although there have been numerous studies considering participation trends, factors
affecting participation, and more recently the benefits of physical activity in increasing
the strength, endurance and social inclusion of SWDS. Heath and Fentem (1997) have
pointed out that there are no empirical studies considering the long- term benefits of physical
activities in lowering the risks of or preventing chronic conditions in PWDS. Heath and
Fentem (1997) review the disabling effects of inactivity, and particular reference to
achievement and maintenance of functional independence and quality of life.

The review provides support that physical activity participation result in improved
functional status and quality of life among persons with disabilities. Depending on how
disability is defined, the use of physical activity, and exercise to achieve increased
health, well- being and inclusion for PWDS may be grouped into three categories:
improvements in physical health; improvements in mental health and psychological well-
being; and increased integration and inclusion in to society.

Literature review by Sawler, (2005) indicates that people with disabilities experience social
and psychological benefits from an active lifestyle, such as experiencing their bodies and
personal abilities in new ways; gaining valuable social experiences, increasing personal
confidence in pursuing new physical activities; using experiences that have supported
their participation to challenge negative stereotypes about their disabilities. Physical
activity increase empowerment and ability to develop group identity through
participation in physical activities by PWDS. However, additional benefits include:
Socialization through physical activity is particularly valuable for people with disabilities as
they often remain in the home environment, protected and guarded by their families.

Health Canada (2002) stresses that physical activity brings about physical, social and
personal benefits for persons with a disability. Persons with a disability participating in
physical activity also overcomes social isolation and become more self- relevant
Fentem, (1994) showed that xxiv Physically active wheelchair users have a lower rate of
absence from work and fewer hospitals Admissions than colleagues. Wheelchair athletes
have fewer pressure sores and kidney Complications than sedentary wheelchair users. Joint
contractual can be prevented in children who walk rather than use a wheelchair. Exercise in
the upright position reduces calcium loss after a spinal cord injury and exercise that
improves muscle strength brings confidence in Negotiating steps, and other barriers. Both
motor skills and the speed at which manual work is performed improve in people with
intellectual impairment who exercise.There are several types of vision test that measures one
or more visual functions.
2.3. Hearing impairment
Hearing impairment is one of the strongest lines of communication between person and the
world in which they live. Deaf means a hearing impairment which is so service that the child
is impaired in processing linguistic information through hearing with or without
amplification. Hard hearing means a hearing impairment wither permanent or fluctuating.
Hearing impairment under: the (IDEA) a hearing impairment is a permanent hearing loss or
decreases in hearing that is so significant it negatively affects a child performance in school
or ability to learn.

National association of the deaf generally uses hard of hearing rather hearing impairment.
Hard of hearing is defined having some hearing the ability to use it for communication
purposes, and ability to comfortably communicate with this level of hearing. A hard of
hearing person may have a mild to modern ate hearing loss. (Adapted physical education text
book)

Hearing impairment can be caused by:-

 Heredity genetic links have been found in the human genome mapping project.

 Severances in child hood such as rubella (German measles) or spinal meningitis.

 Physical injury or damage to the brain the head, or the ear.

 Age related hearing loss.

 Also known as hearing impairment is also called hardness of hearing or hearing loss
(Ann Ladson).

2.3.1Three types of hearing loss:

 Conductive hearing Loss- when hearing loss 1S due to problems with the ear canal,
eardrum, or middle ear, and its little bones (the mallets, ices, and spates).

 Sensor neural hearing loss: - when hearing loss IS due to problems of the inner ear,
also known as nerve related hearing loss.

 Mixed hearing loss: - refers to a combination of conductive and sensor neural hearing
loss. This means that there may be damage in the outer or middle ear and in the inner
ear (cochlea) or auditory nerve. (WWW. Hearing loss. Org "Home" Hearing help)
2.3.2Factors contributing of hearing handicap
Defining the parameters of hearing handicap is a very complex tasks since impaired hearing
is self very complex phenomenon. Persons with conductive hearing problems do not
experience the same kind of communicative problems or manifestations of auditory
dysfunction presented b person with hearing loss. And the communicative problems and
auditory manifestations presented by peripheral hearing problems. Are not the same as these
presented by other with central auditory dysfunction?

Specialists in communicative disorders deal with these variable in a clinical setting on a daily
basis. They often are asked to provide expert Judgment of the extent and natural of individual
hearing impairment and hearing handicaps. Indeed the determination of hearing handicap
requires the Judgment of qualified professionals who passes the requisite expert knowledge
of human communication and its disorders. The size of a hearing disability a ward should be
indirect proportion to the extent of the hearing handicap should be capable of discerning
relatively small difference between handicap conditions optimally.

Hearing handicap means the disadvantage imposed by a hearing impairment on a person

performance in the activities of daily living. (Www.asha. org I policy)

2.4 Disability with physical activity

Physical activity practiced by people with disability or special need can be defined as any
activity suited to the capabilities of each one with any emphasis on motor development.
Physical education and all athletic activities according to (Silva 2000) many barriers are on
countered by the disability relation physical activity, among which can be highlighted the
lack of understanding and knowledge required by society. Fear and anxiety caused by the
disability depend one and exposed its deficiency (martinet 1998) one of the consequence of
disability is sedentary life style and your integration with company resulting in poor physical
education. The visual impairment the same physical need to uses his body like the not blind,
because in the absence of physical need (activity) them merely listen the radio or television
(Martinez 1998).

In this sense physical activity adapted promoted the socialization both variable and emotional
and physical, in addition to promoting the quality of life of these people. (Millinery and
Castro 2005) which we assessed peak torque, flexibility, balance, grip strength and vertical
Jump in player’s goal ball, where the result should that the sample obtained superior
performance in all parameter. The new encyclopedia Brita mica (1955) also defined attitude
as per disposition to classify sets of objects and event and to create to them with some
evaluative consistency. While attitudes logically are hypothetical constructs. They are many
fasted in consciences experience.

2.5. Formation of attitude

Many scholar views it seems possible to say that attitude can be formed as a result of
interaction among people and exposure to information in various conditions. (As stated In
Margan 1986)

The formulation of attitude is result of relationship with in the society group member ship of
other conditions. It is particle of one's living in the daily world. (Klein 1982) Holdup this idea
pointing out three ways in which attitude can be formed. According to him, attitude can be
formed by classical conditioning, that is it can be made when one associated his emotion
reaction with an object about which the experienced positively or negative (Botizin (1983)

2.6. Factorsaffect the participation of disability student to ward physical activity

in Wolaita Sodo University
1. Environmental factors:- as must physiologists believe in which we live has a great
impact on the psychological attitude of person every environment has, cultural,
religious, economic, social norms, one of the factors various disability student not
participating in 'I any physical activity program that' means the environment of
Wolaita sodo university is good but as will as the air condition is flexible that means
sometimes cold and sometimes hot but by this reason the various disability student is
not participate in physical activity program.

2. Motivation factors: - defined in different way but with no significance difference

them. Some of differences are as Bra on (1995-144) "motivation is commonly through
inner emotion or desire that arouse someone to particular action.

3. Psychological factors: - various disabilities are also influence a psychological from

participation in different sport and physical activity program. Especially in physical
activity practical participation of student as many psychological factors are:-

Lack motivation, lack of confidence, self-awareness, self-actualization there are several

psychological factors that cause frustration in disability student while they participate in
practical classes of physical activity.
2.7. Attitude of disabled people
It 'is believed that handicapped, both physical and sensory ones get invaluable advantages
specifically integrations by practicing physical exercise (blind sport international, 12 April
1997) (Tooze1981) states that if disability student have get a chance of training physical
activity and to participate in the same way a sighted personal can enjoy normal program with
a little adaption.

(As chop man 1973) strength this view there is a particular value in the sports and pursuit
that visually handicapped people will wish to continue after learning school both from the
point of view of maintaining fitness and making social contact with people of similar
interests. This shows that physical exercise training has important value to the disabilities and
they have lifelong interest to train physical exercises.

2.8. Adapted physical education for visual Impairment and disability

Physical education is important for the health and well-being of people of all ages. It is
enjoyable builds self-confidence and improves one’s health and fitness student who are visual
impairment or disability also need experience physical activity. The visual impairment with
additional disabilities will experience a program designed to improve their fitness level by
participating in various game activities and exercise some students may have developed poor
circulation, limiting lung capacity, poor muscle tone, poor posture, and tendency to become
over weight, a regular physical activity program will improve fitness and give the student
confidence to move through space without instructions, it can also develop motor skills
needed for daily living and mobility. The New Jersey commission for the visual impairment
and disability lists specific strategies for the visual impairment and various disabilities lists
specific in physical education programs.

 Allow students to positions themselves where they are able to see the best.

 Allow the students with various disabilities to expose the entire physical education are
to hear she can become familiar with the area.

 Modify activities and equipment are necessary.

 Stand near the various disability students so that instructions can be seen and heard.

 Consider various disability students special needs in all planning.

  Throwing and catching give the receiver a sound curve

Bounce the ball instead of the throwing it directly uses different type of ball such as next to
lessen the impact when hit with the ball billions also slow dawn the action. When throwing at
target provide a sound behind the target.

 Adoptions development of fundamental skill and game.

 Go from less difficult to more difficult skills and break dawn skill in to their
component parts. Reference (Adapted physical education text book)
 CHATER THREE

3. RESEARCH DESIGN
3.1. Study area
This research will be to conduct in Wolaita Sodo University disable students. Wolaita Sodo
University is one of the higher institutions among the country and it was established on 24
March 2007 by proclamation .It is found at the southern part of Ethiopia at Sodo town at the
south part of Addis Ababa which far from 360km.

3.2. Study Design

This study mainly focuses on the factors that affect students with various disabilities toward
physical activity in case of Wolaita Sodo University. Therefore the researcher used
descriptive survey method. Research design refers to the way in which a researcher plan, to
collect information or data. The researcher method in term of achieving the objective of this
study is a qualitative form of research. The descriptive research method based on nominal
data.

3.3. Study population

In Wolaita Sodo University there are 35 students with various disabilities. From these 20 are
male and the rest 15 are females.

3.4. Sampling size and sampling techniques

From the target population 35 of the students with various disabilities in Wolaita Sodo
university the sample is thirty (13) male and eight (8) female students will be to select
through simple random sampling.

3.5. Instrument of data collection

In this research the researcher will be touse interview and questionnaires data collection
instruments. The questionnaires are prepared in English. But the questionnaires are
distributed in English for students with various disabilities distributed by English.

3.5.1.1 Questionnaire
The researcher mainly employed questionnaires for data gathering instruments because it is
easy
to address many people and save time and money to collect data. The questionnaires are
designed so as to be answered by students with various disabilities found in Wolaita Sodo
University, the gender affair office workers and coaches of sport science department.
3.5.1.3. Interview
Interview is very useful instruments to understand reasons why and how things happen and
the way they are happening. Literature indicates that interviewing has three major forms.
These are structured, semi- structured, and unstructured. The researcher conducted the
interview to representative of an organization by preparing structured interview, which are
related to the plan and program of the organization in order to improve participation of
students with various disability in physical activity.

3.6. Source of Data

The researcher used both primary and secondly source of data will be to administer for
second data source document from gender special need office and sport science departments
and university disability center.

3.7. Method of data analysis

After the data will be to collect from the primary and secondary source, it is analyzed and
interpreted to meaning full data, and then the interpreted data is summarized concluded and
recommended.

3.8. Data collection procedures

Before distributing the questionnaire to the respondents, same relevant Orientations are given
for those respondents to help know and understand each item of the questionnaires.
REFERENCE
- Arthurs. &Finch.(1999).Physical activity in our lives: qualitative researcher among
disabled people. London: Health Education Authority.
- Auxter,D., Pyfer,J., &Hutting, C. (2001). Principles and methods of adapted physical
education and recreation (2nd Ed.) Boston, MA: McGraw-Hill
- Biddle, S.J.H., Fox, K.R. &Boucher, S.H, (2000). Physical activity and Psychological
wellbeing: Rutledge, London: Rutledge.
- Block, M.E. & Garcia, C.(1995). Including students with disabilities in physical
education .J of physical Educ, Rec Dan 1995
- (Burchell,A.(2006). The Importance of Sport to the Disabled, The commonwealth Health
Minister’s Book (United Kingdom; Stylus Publishing, 2006).
- http;//www.gov.uk (definition of disability),http://www.disabilitystudies, higher
education, ooze (1980)
- (Mir. 2004, Moure castor 2006), (Mallebery and Castro 2005
Woes butcher (1999)
- Motrin and Buenos (Www. Ash. Org/policy imposed by a hearing impairment on a
person performance in the activities of daily living.
- (www/http: // Wikipedia- org. Impairment), (Www/http://definition. Use legal .com)
- (www-http: //Wikipedia- org. definition of VI’), (Juodzabalien and mucks, 2006)
relationship with the environment depend on the processing and integration of different in
formations,(Limeira and quarto, 2006)

BOOKS
1. Adapted physical education textbook
 APPENDIX 1
WOLAITA SODO UNIVERSITY

COLLEGE OF NATURAL AND COMPETATIONAL SCIENCES

DEPPARTMENT OF SPORT SCIENCE

Questionnaire to be filled out by students with various disabilities found in Wolaita Sodo
University

THIS QUESTIONAIRE prepared to assess the major factors affecting students with various
disabilities toward physical activity in case of Wolaita Sodo University.

This questionnaire prepared to collect necessary information from Students with various
disabilities towards physical activity. The information obtained will be used only for the
research purpose and disabilities will be assured of confidentiality. Dear participants ,you are
kindly requested to cooperate by responding the questions accordingly .you do have the right
not to respond or to withdraw in the meantime .but your input has great value for the success
of this research .

Direction

 No need of writing your name

 Write the response (answer) from the given alternative.

 Mark correct answer in box provided and give short answer in space provided.

 Use this sign (√) for your answer in the given box.

Thank you in advance for your cooperation!

Part 1 –personal information

 Age…………………(year)

 Sex…A. male B. female

Part 2 questions related to various disabilities

1. Could you take part in any physical activity program?

 A. Yes B. No
2. Can you believe that physical activity is more important for individual with
disabilities?
A. Agree B Disagree

3. Will you like to-do physical activity in the future?

A. Yes B. No

4. Does your family encourage you to do physical activity?

A. Yes B. No

5. What is the attitude of community for you toward participate in physical activity
program?

A. High B. Moderate C. Low

6. Does your friend encourage you to participate in physical activity?

A. Yes B. No

7. Do you have a friend with disability who participates in any form of Physical activity?

A. Yes B. No

8. Do your classmate students motivate you during your training in physical activity?

A. Yes B. No
9. Does your teacher support you to do physical activity in regular manner?
A. Yes b. No

10. If your answer is yes for above question number” 8” what kind of support do you get
from teacher?
Mention____________________________________________________________________
___________________________________________________________________________
__________________________________________

11. is there any various disability students participating in sport competition?

A. Yes B. No
12. If your answer is no for the above question number 10 what is your reason?
___________________________________________________________________________
___________________________________________________

13. Does university give special support to be participating enough in physical activity?

A. Yes B. No

14. If you say yes for the above question number 12 what kind of support you gate from
university?
___________________________________________________________________________
____________________________________________

15. Is there any influence on the attitude of individual with disability to participate in physical
activity program?

A. Yes B. No

16. Do you think that it is difficult to participate in Physical activity for you?

A. Yes B. No