PHYSICAL ACTIVITY MANAGEMENT MODEL FOR HANDICAPPED STUDENTS WITH PHYSICAL DISABILITIES IN STATE HIGHER EDUCATION INSTITUTIONS IN THE NORTHERN REGION

Abstract

This Research focused on research and development using the mixed method of quantitative and qualitative research methodology. The objectives of this research were 1) to study factors and components affecting physical activity management for Handicapper student with physical disabilities, 2) to build a model of physical activity management for Handicapper student with physical disabilities, and 3) to assess the model of physical activity management for Handicapper student with physical disabilities. The sample group was obtained by using Purposive sampling, including Handicapper student with physical disabilities in higher education institutions in the northern region of 9 universities including 112 students, and 18 administrators and officers in higher education institutions in the northern region. The model were reviewed its efficiency by using focused group of qualified expertise as well as the model evaluation by administrators and officers who involve in the physical activities. The statistics used for analyzing the data was Pearson Product Moment Correlation Coefficient, mean, and standard deviation. The research result found that: 1. The factors affecting physical activity management for Handicapper student with physical disabilities enabling that Predisposing factor, Enabling factors and Reinforcing factors, all three factors, were significantly associated with physical activity behavior at the .01 level and the components related to physical activity management consisted of 3 components: the first component: input, the second component: process, the third component: output. 2) The model of physical activity management for Handicapper student with physical disabilities consisting of 3 components: the first component: input, the second component: process, the third component: output. And 3) the assessment of the model of physical activity management for Handicapper student with physical disabilities were practical in term of operation and the benefit of the model was at “the highest level” ( = 4.55) and ( = 4.61) respectively.