{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,7,30]],"date-time":"2025-07-30T15:09:07Z","timestamp":1753888147720,"version":"3.41.2"},"reference-count":35,"publisher":"FapUNIFESP (SciELO)","license":[{"start":{"date-parts":[[2022,1,1]],"date-time":"2022-01-01T00:00:00Z","timestamp":1640995200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2022,1,1]],"date-time":"2022-01-01T00:00:00Z","timestamp":1640995200000},"content-version":"am","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2022,1,1]],"date-time":"2022-01-01T00:00:00Z","timestamp":1640995200000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Rev. bras. educ. espec."],"abstract":"<jats:p>ABSTRACT: The objective of this study was to determine comparatively the physical activity in Physical Education and school recess of hearing-impaired students in Primary Education. Fifty-eigth Physical Education classes and recess in Primary Education were evaluated in a representative way, in specialized educational institutions for people with hearing disabilities. Physical activity was determined using the system for observing fitness instruction time (SOFIT). Inferential statistics, using the Student\u2019s t-test, reported significant differences with more moderate to vigorous physical activity performed during recess than in Physical Education. The same pattern was identified in schoolchildren without diagnosed disabilities. It is recommended that teachers guide the content for the development of coordinating skills that favor the gross and fine motor conditions of this population, implementing didactic strategies that increase the amount of moderate to vigorous activity in Physical Education that is greater than that performed during recess.<\/jats:p>","DOI":"10.1590\/1980-54702022v28e0112","type":"journal-article","created":{"date-parts":[[2021,12,10]],"date-time":"2021-12-10T12:31:35Z","timestamp":1639139495000},"source":"Crossref","is-referenced-by-count":0,"title":["PHYSICAL ACTIVITY DURING SCHOOL RECESS AND PHYSICAL EDUCATION AMONG DEAF SCHOOL CHILDREN1"],"prefix":"10.1590","volume":"28","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8107-4906","authenticated-orcid":false,"given":"Paulina Yesica OCHOA","family":"MART\u00cdNEZ","sequence":"first","affiliation":[{"name":"Autonomous University of Baja California,  Mexico"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7808-0181","authenticated-orcid":false,"given":"Javier Arturo HALL","family":"L\u00d3PEZ","sequence":"additional","affiliation":[{"name":"Autonomous University of Baja California,  Mexico"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1498-949X","authenticated-orcid":false,"given":"Ana Maria","family":"TEIXEIRA","sequence":"additional","affiliation":[{"name":"University of Coimbra,  Portugal"}]}],"member":"530","published-online":{"date-parts":[[2022]]},"reference":[{"issue":"4","key":"ref1","doi-asserted-by":"crossref","first-page":"1163","DOI":"10.22456\/1982-8918.64231","article-title":"Possibilidades de atua\u00e7\u00e3o do professor de educa\u00e7\u00e3o f\u00edsica no processo de aprendizagem de alunos com defici\u00eancia","volume":"22","author":"Andrade J.","year":"2016","journal-title":"Movimento"},{"issue":"5","key":"ref2","first-page":"324","article-title":"Physical educators\u2019 perceptions of their use of NASPE standards","volume":"72","author":"Baghurst T.","year":"2015","journal-title":"The Physical Educator"},{"key":"ref3","doi-asserted-by":"crossref","first-page":"283","DOI":"10.3389\/fpubh.2018.00283","article-title":"Longitudinal follow-up of physical activity during school recess: impact of playground markings","volume":"6","author":"Baquet G.","year":"2018","journal-title":"Frontiers in public health"},{"key":"ref4","doi-asserted-by":"crossref","first-page":"714","DOI":"10.4236\/ce.2019.104053","article-title":"Physical Education: adaptations and benefits for deaf students","volume":"10","author":"Barboza C.","year":"2019","journal-title":"Creative Education"},{"issue":"1","key":"ref5","doi-asserted-by":"crossref","first-page":"195","DOI":"10.1186\/s12889-018-5107-4","article-title":"Health-related physical fitness and physical activity in elementary school students","volume":"18","author":"Chen W.","year":"2018","journal-title":"BMC public health"},{"issue":"3","key":"ref6","doi-asserted-by":"crossref","first-page":"293","DOI":"10.22456\/1982-8918.3908","article-title":"Crian\u00e7as com dificuldades motoras: quest\u00f5es para a conceitua\u00e7\u00e3o do Transtorno do Desenvolvimento da Coordena\u00e7\u00e3o","volume":"15","author":"Dantas L.","year":"2009","journal-title":"Movimento"},{"issue":"2","key":"ref7","first-page":"183","article-title":"Strategies of Physical Education teachers to promote the participation of students with hearing impairment in classrooms","volume":"24","author":"Fiorini M. 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