After-school Sports Participation Status And Its Influencing Factors Of Deaf Students In Special Schools Of Suzhou, Wuxi And Changzhou

After-school sports Activities is a kind of physical exercises which students do during the time other than the exercise class. It mainly includes: morning exercises, exercise between classes, class sports activities, after-school training, after-school competitions, spontaneous physical activity of independent or groups and other kinds of forms. "Life is movement" applies to normal, and also applies to people with disabilities. Movement is the basis for rehabilitation, but also an effective means of rehabilitation. As to. People with disabilities, participating in sports activities and getting a healthy amount of exercise, can not only promote physical rehabilitation, enhance the physical, compensate function, but also promote the psychological rehabilitation, overcome low self-esteem, build confidence, get out of the closed and integrate into society. Deaf students, as a special social group, need to promote their overall ability through after-school sports activities, and more than the ordinary students. The status of participating in after-school sports directly affects the physical awareness, exercise habits and the formation of lifelong physical ability of the Deaf students. The problem for our sports researchers to solve is that how to make the after-school sports play an active role in Special schools, for enabling deaf students to consciously participate in after-school sports and develop a life-long physical activity habits, improve their health and quality of life.In this article, Suzhou, Wuxi and Changzhou, the most economically developed areas of Jiangsu Province, are being investigated. After-school sports participation and its influencing factors of the deaf students in 11 special schools is studied, using literature-data method, interviewing, questionnaire survey method, mathematical statistics, logic analysis and other research methods. To study the currently sports participation status of national deaf students in special schools, through researching economically developed areas. The results show:(1) State policies and regulations, fair participation theory, provide an institutional guarantee and theoretical support for the after-school sports activities of the deaf-mute students. Deaf students participating actively in after-school sports activities can promote human rights, and that is beneficial to deaf-mute students.(2) Deaf students in special schools of Suzhou, Wuxi and Changzhou areas have a right attitude and a higher degree of awareness to after-school sports activities, and in which girls than boys. 89.5% of the students are able to participate in the after-school sports activities, organized by school, but active participation rate is low, and the boys are more positive than girls.(3) Subjected to the constraints of space, equipment and other factors, frequency of participating in after-school sports activities is lower for the deaf students in special schools of Suzhou, Wuxi and Changzhou areas, and can not achieve the requirements of "School Sports Work". The forms of Deaf students participating in after-school sports activities are: participating with classmates or friends, take part in the activities organized by schools, and only 7.1% of the students choosing individual activities. It shows that deaf students are more willing to take part in group activities.(4) In special schools of Suzhou, Wuxi and Changzhou areas, the content of after-school sports activities of the deaf-mute students is diversification. But they are simplistic of after-school sports of students in ordinary schools, and the special characters for deaf students are not really reflected. Fun activities are most attraction to deaf students in after-school sports form, morning exercise and exercise between classes are the best form of organization for special school.(5) Through factor analysis, seven main factors of influencing deaf students to participate in the after-school sports are determined: physical education, sports values, family members and friends, physical environment of school, self-factors, physical interest, sports equipment.Finally, some recommendations about the problems in the after-school sports of deaf-mute students and its main factors are gaved to provide a reference for special schools and government departments carrying out relevant policies of after-school sports.