Efforts of Physical Education Teacher in Enhancing the Psychomotor Abilities of Deaf Students in Physical Education Learning (A Case Study at SLB N Tegal City)

Abstract

Adaptive physical education is an essential component in developing the motor skills of children with special needs, including deaf students who experience limitations in understanding verbal instructions. Deaf children possess psychomotor potential comparable to that of typical children but require special teaching approaches. This study aims to describe the efforts of physical education teachers in enhancing the psychomotor abilities of deaf students at SLB N Tegal City. Using a qualitative approach and case study design, data were collected through observation, interviews, and documentation. The findings show that teachers apply demonstrative, visual, and non-verbal communication approaches, along with learning strategies based on educational games and motor skill repetition. The challenges faced by teachers include limited two-way communication, inadequate facilities, variations in student concentration, and a lack of specialized training. This study concludes that communicative, adaptive, and visual-based approaches are crucial in supporting the psychomotor development of deaf students. Teacher training and appropriate facilities are key to the success of physical education in special schools.