Introduction: Physical education is a very important discipline since it helps the development of students’ cognitive abilities and motor skills. Also, physical education may be the best setting for individuals with hearing loss to learn about physical activity and a healthy lifestyle. Purpose: The objective of this study was to analyse differences in students’ feelings in physical education classes and their leisure time preferences at the second grade of elementary schools for the deaf by degree of hearing loss. Material and methods: Participants were 86 students with hearing loss (severe to profound hearing loss, n = 51; 59.3%); an average age of 14.3 ± 1.4 years. Six elementary schools for the deaf participated in the research. The data were described using absolute and relative frequencies, including the mean and standard deviation. The non-parametric Mann-Whitney U-test, Kruskal-Wallis test, Fisher exact test, Chi-square test and Bonferroni post hoc tests were used for statistical analyses. For calculation of effect size coefficient abs(r) was used. All tests were performed at a significance level of alpha 0.05. Physical education is more popular among students with a more severe hearing loss (Z = –2.409; p = 0.016; abs(r) = 0.260). Relation to emotional response if a physical education class is cancelled, a small effect size coefficient (abs(r) = 0.175) was found, however statistical significance was not proven. Hearing loss affects the amount of leisure time spent listening to music – students with a less severe hearing loss do this activity considerably more often. By contrast, students who only use the Czech sign language do not listen to music. Conclusion: The degree of hearing loss has no negative effect on students’ feelings in physical education classes and their preferences in leisure time.

中文翻译：

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学生在体育课上的感受和偏好的差​​异：听力损失程度的比较

简介：体育是一门非常重要的学科，因为它有助于培养学生的认知能力和运动技能。此外，体育教育可能是听力损失者了解体育活动和健康生活方式的最佳场所。目的：本研究的目的是分析聋人小学二年级学生体育课感受和休闲时间偏好的听力损失程度差异。材料与方法：参与者为 86 名听力损失学生（重度至重度听力损失，n = 51；59.3%）；平均年龄 14.3 ± 1.4 岁。六所聋人小学参与了这项研究。使用绝对和相对频率描述数据，包括平均值和标准偏差。非参数 Mann-Whitney U 检验、Kruskal-Wallis 检验、Fisher 精确检验、卡方检验和 Bonferroni 事后检验用于统计分析。为了计算效应大小系数，使用了 abs(r)。所有测试均在 alpha 0.05 的显着性水平下进行。体育教育在听力损失更严重的学生中更受欢迎（Z = –2.409；p = 0.016；abs(r) = 0.260）。如果体育课被取消，与情绪反应的关系，发现了一个小的效应大小系数（abs（r）= 0.175），但没有证明统计学意义。听力损失会影响花在听音乐上的闲暇时间——听力损失较轻的学生会更频繁地进行这项活动。相比之下，只使用捷克手语的学生不听音乐。结论：