Physical Activity Model Development Using Eye Reaction Time and Body Movement Tests via Mobile Phones for Students’ Hearing Impairments

Creative physical activity forms that are suitable and consistent to satisfy the physical activities' needs of hearing impaired students using reaction time, eye function and body movement testers to target locations via mobile phones were assessed to their before and after participating in physical activities in the Schools for the Deaf were compared and the school directors were interviewed. Creative the empirical quantitative data to a sample size of 255 deaf students from 6-School for the Deaf in six Regions. General students’ background was reported. Students’ perceptions were assessed with the Physical Activity Need Questionnaire (PANQ). Before and After Six-PhysicalActivity Forms in 9 weeks were compared. The Eye-to-BodyMovement Reaction Tester via mobile phones was tested. School directors were interviewed. Six physical activity models in 9 weeks to 255 deaf students, including male and female at lower secondary level were created. The Group Games and Training to Become an Athlete physical activity model development that their needs. Comparisons between their before and after physical activity were tested with the eyebody-movement reaction via mobile phones in six scales were differences, significantly. Effects of teenage years related to the cardiovascular system, eye, and mental health are widespread. Training Thai Boxing is a Group Game as a traditional Thai martial art in fists, elbows, knees, and bare feet with balance problems’ exception to a well-rounded physical activity. Parental involvement is another key factor to encourage participation in creative movement activities for deaf students. Physical activity (PA) is important for the development of teenage hearing impairments. The existing physical activity program to the PA showed higher levels of participation in PA that are more physically active than those with other types of disabilities