Adapted Physical Activity, Stress, and Hardiness in Hearing-Impaired Students.

Abstract

This exploratory descriptive study examined how adapted physical and sport activities are perceived in relation to stress-related experiences and hardiness-related indicators among secondary-school students with hearing impairment. Ten students were purposively selected from Malek Bennabi Secondary School in Tebessa, Algeria. A questionnaire covered recreational activity, structured competition, and group sport games. The instrument measured experiences during adapted activity; it did not directly measure psychological stress or hardiness. Participant-level item scores were unavailable for reanalysis, so the findings are reported descriptively and no inferential statistics are claimed. Students generally associated recreational activity with comfort and enjoyment, structured competition with motivation but occasional emotional reactions to loss, and group games with belonging and lower isolation. These patterns support a cautious school-based proposal rather than a causal conclusion. The proposed eight-week program uses visual instructions, cooperative games, safe competition, and brief emotional assessment. It is intended for later testing with validated stress and hardiness measures, a larger defined sample, and a pre-test/post-test comparison design.