Kapsayıcı fiziksel aktivitelerin zihinsel yetersizliği olan ve olmayan çocukların fiziksel aktivite düzeyi ve sosyal becerileri üzerindeki etkisi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bayburt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, kapsayıcı fiziksel aktivitelerin zihinsel yetersizliği (ZY) olan ve olmayan çocukların fiziksel aktivite düzeyi ve sosyal becerileri üzerindeki etkilerini incelemektir. Ön test – son test deneysel modelde tasarlanan çalışmaya, 20 ZY olan çocuk, 20 tipik gelişim gösteren (TGG) çocuk ve 15 gönüllü üniversite öğrencisi katılmıştır. ZY olan ve olmayan çocuklar rastgele bir uygulama grubuna (ZY olan çocuklar n:10; TGG çocuklar n: 10) ve bir kontrol grubuna ayrılmıştır (ZY olan çocuklar n:10; TGG çocuklar n: 10). Çalışmada, gönüllü üniversite öğrencilerinin desteğinde uygulama grubunda yer alan ZY olan ve olmayan çocuklarla birlikte 8 hafta süresince, haftada 3 gün 40'ar dakika süreyle kapsayıcı fiziksel aktiviteler gerçekleştirilmiştir. Kapsayıcı fiziksel aktiviteler genel olarak; grupla etkileşime imkân sunabilecek eğitsel oyunlar, sportif parkurlar, fonksiyonel egzersizler, branşlara özgü aktiviteler, dans etkinlikleri ve hareket eğitimi aktivitelerinden oluşmuştur. 8 haftalık kapsayıcı fiziksel aktiviteler öncesi, gönüllü üniversite öğrencilerine farkındalık oluşturma, uygulama öncesi yapılması gerekenler ve uygulama sırasında yapılması gerekenler olmak üzere üç aşamadan oluşan gönüllülük eğitimleri verilmiştir. Çalışma verileri; Kişisel Bilgi Formu, Sosyal Becerileri Değerlendirme Ölçeği ve Serbest Zaman Egzersiz Anketi aracılığıyla toplanmıştır. Veriler; Bağımsız Gruplar t testi ve Tekrarlayan Ölçümler ANOVA testi kullanılarak analiz edilmiştir. Çalışma kapsamında elde edilen bulgular, uygulama ve kontrol gruplarında yer alan ZY olan çocukların 8 haftalık kapsayıcı fiziksel aktiviteler öncesi benzerlik gösteren fiziksel aktivite düzeyi ve sosyal beceri düzeyinin, 8 haftalık kapsayıcı fiziksel aktiviteler sonrası uygulama grubu lehine anlamlı farklılık gösterdiğini ortaya koymuştur. Ayrıca, ZY olan çocukların fiziksel aktivite düzeyi ve sosyal beceri düzeyi üzerinde grup * ölçüm ortak etkisinin anlamlı olduğu belirlenmiştir. Bonferroni düzeltmesine göre, uygulama grubundaki ZY olan çocukların ön test puanlarına göre son test puanları anlamlı düzeyde yüksek iken; kontrol grubundaki ZY olan çocukların ön test – son test puanları arasında herhangi bir anlamlı farklılık olmadığı saptanmıştır. Benzer şekilde, uygulama ve kontrol gruplarında yer alan TGG çocukların 8 haftalık kapsayıcı fiziksel aktiviteler öncesi benzerlik gösteren fiziksel aktivite düzeyi ve sosyal beceri düzeyinin, 8 haftalık kapsayıcı fiziksel aktiviteler sonrası uygulama grubu lehine anlamlı farklılık gösterdiğini açığa çıkarmıştır. Ayrıca, TGG çocukların fiziksel aktivite düzeyi ve sosyal beceri düzeyi üzerinde grup * ölçüm ortak etkisinin anlamlı olduğu görülmüştür. Bonferroni düzeltmesine göre, uygulama grubundaki TGG çocukların ön test puanlarına göre son test puanları anlamlı düzeyde yüksek iken; kontrol grubundaki TGG olan çocukların ön test – son test puanları arasında herhangi bir anlamlı farklılık olmadığı saptanmıştır. Sonuç olarak, kapsayıcı fiziksel aktivitelerin çalışmaya katılan ZY olan ve olmayan çocukların fiziksel aktivite düzeyi ve sosyal beceri düzeyi üzerinde olumlu yönde etkisi olduğu izlenimi edinilmiştir. Bu sonuçların daha sonraki çalışmalarda desteklenmesinin, ZY olan çocukların fiziksel aktivite düzeyi ve sosyal beceri düzeyini arttırmak için kapsayıcı fiziksel aktiviteleri kullanabilecek öğretmenlere, antrenörlere, uzmanlara ve akademisyenlere rehberlik edebileceği düşünülmektedir.
The aim of this study was to examine the effects of inclusive physical activities on the physical activity level and social skills of children with and without intellectual Disabilities (ID). 20 children with ID, 20 children with typically development (TD) and 15 volunteer university students participated in the study, which was designed in the pre-test – post-test experimental model. Children with and without ID were randomly divided into an application group (children with ID n: 10; children with TD n: 10) and a control group (children with ID n: 10; children with TD n: 10). In the study, inclusive physical activities were carried out for 40 minutes 3 days a week for 8 weeks with the children with and without ID in the application group with the support of volunteer university students. Inclusive physical activities in general; It consists of educational games, sports tracks, functional exercises, branch-specific activities, dance activities and movement training activities that can provide interaction with the group. Before the 8-week inclusive physical activities, volunteer university students were given volunteering trainings consisting of three stages: raising awareness, what to do before the application and what to do during the application. Study data were collected through the Personal Information Form, the Leisure Time Exercise Questionnaire and the Social Skills Assessment Scale. Data were analyzed, using Independent Samples t-test and Repeated Measures ANOVA test were used. The findings obtained within the scope of the study revealed that the physical activity level and social skill level of the children with ID in the application and control groups before the 8-week inclusive physical activities differed significantly in favor of the application group after the 8-week inclusive physical activities. In addition, it was determined that the group* measurement joint effect on the physical activity level and social skill level of children with ID was significant. According to Bonferroni correction, while the post-test scores of the children with ID in the application group were significantly higher than their pre-test scores; It was determined that there was no significant difference between the pre-test and post-test scores of the children with ID in the control group. Similarly, it was revealed that the physical activity level and social skill level of children with TD in the application and control groups, which were similar before the 8-week inclusive physical activities, showed a significant difference in favor of the application group after the 8-week inclusive physical activities. In addition, the group * measurement joint effect was found to be significant on the physical activity level and social skill level of children with TD. According to the Bonferroni correction, the post-test scores of the children with TD in the application group were significantly higher than their pre-test scores; It was determined that there was no significant difference between the pre-test and post-test scores of the children with TD in the control group. As a result, it was gained the impression that inclusive physical activities had a positive effect on the physical activity level and social skill level of the children with and without ID participating in the study. It is thought that supporting these results in future studies can guide teachers, coaches, experts and academicians who can use inclusive physical activities to increase the physical activity level and social skills level of children with ID.
The aim of this study was to examine the effects of inclusive physical activities on the physical activity level and social skills of children with and without intellectual Disabilities (ID). 20 children with ID, 20 children with typically development (TD) and 15 volunteer university students participated in the study, which was designed in the pre-test – post-test experimental model. Children with and without ID were randomly divided into an application group (children with ID n: 10; children with TD n: 10) and a control group (children with ID n: 10; children with TD n: 10). In the study, inclusive physical activities were carried out for 40 minutes 3 days a week for 8 weeks with the children with and without ID in the application group with the support of volunteer university students. Inclusive physical activities in general; It consists of educational games, sports tracks, functional exercises, branch-specific activities, dance activities and movement training activities that can provide interaction with the group. Before the 8-week inclusive physical activities, volunteer university students were given volunteering trainings consisting of three stages: raising awareness, what to do before the application and what to do during the application. Study data were collected through the Personal Information Form, the Leisure Time Exercise Questionnaire and the Social Skills Assessment Scale. Data were analyzed, using Independent Samples t-test and Repeated Measures ANOVA test were used. The findings obtained within the scope of the study revealed that the physical activity level and social skill level of the children with ID in the application and control groups before the 8-week inclusive physical activities differed significantly in favor of the application group after the 8-week inclusive physical activities. In addition, it was determined that the group* measurement joint effect on the physical activity level and social skill level of children with ID was significant. According to Bonferroni correction, while the post-test scores of the children with ID in the application group were significantly higher than their pre-test scores; It was determined that there was no significant difference between the pre-test and post-test scores of the children with ID in the control group. Similarly, it was revealed that the physical activity level and social skill level of children with TD in the application and control groups, which were similar before the 8-week inclusive physical activities, showed a significant difference in favor of the application group after the 8-week inclusive physical activities. In addition, the group * measurement joint effect was found to be significant on the physical activity level and social skill level of children with TD. According to the Bonferroni correction, the post-test scores of the children with TD in the application group were significantly higher than their pre-test scores; It was determined that there was no significant difference between the pre-test and post-test scores of the children with TD in the control group. As a result, it was gained the impression that inclusive physical activities had a positive effect on the physical activity level and social skill level of the children with and without ID participating in the study. It is thought that supporting these results in future studies can guide teachers, coaches, experts and academicians who can use inclusive physical activities to increase the physical activity level and social skills level of children with ID.
Açıklama
Lisansüstü Eğitim Enstitüsü, Beden Eğitimi ve Spor Ana Bilim Dalı, Beden Eğitimi Öğretmenliği Bilim Dalı
Anahtar Kelimeler
Spor, Sports
