The aim of this study was to examine the influences of physical education and play practices on the school social behavior of mild-level intellectually disabled children. The quantitative research methods used were based on the pre-test, post-test, post-test-retention control group model and the general screening model. A simple random sampling type was used when constructing the sample group. To determine school social behavior, the School Social Behavior Scale (SSBS) was used. Physical education and play lessons were applied for two hours per week for 24 weeks with the purpose of obtaining data from these scales when applied to participants. The study sample group included 20 mild-level intellectually disabled children (14 boys, 6 girls), aged seven to nine years, who were trained at the Special Education and Rehabilitation Center that serves the County of Kocaeli, in the district of Izmit, Turkey. According to the results of the SSBS, we found a statistically significant difference (p < 0.05) between the social competence of present persons’ interpersonal relations, self-control, and academic skills, and the aggressive-nervous persons in the sub-dimensions of negative social behaviors, in favor of the test group. However, no significant difference (p > 0.05) in the antisocial-aggressive and destructive-demanding sub-dimensions was observed. We found that 24-week physical education and playing practices applied to mild-level intellectually disabled children had effects on children’s school social behavior.

This study aimed to investigate the effect of the motor acquisitions placed in pre-school education program on the psychomotor development of 5 year-olds group children. In 2014-2015 school year, pre-school 5 year-old sex perimental group (n=55), control group (n=45) totally 100 children participated in. In order to measure the motor performances of control and experiment groups, the motor performance test protocol that, as pre-test, Morris, Atwater Williams and Will more performed in 1980 wasused. While the program of “Educational Play Activity Towards The Acquisitions About The Motor Development Placed in The Ministry of National Education Pre-School Program” wasapplied for the experimental group as 40 minutes for 2 days in a week for 8 weeks, Physical Activity wasappliedfor Control group as 10 minutes foreverymorning and 5 days in a week. The difference between pre-test and post-test was analysed by Paired-Samples t-test. The Differences between experimental group and control group were analysed by independent-Samples t-Test. The pre-test values of the experimental and control groups in the investigation were analysed by Independent Samples t-Test. The difference between control and experimental groups accordingto the analysis results of Promptness, Long Jump by Standingand Throwing Tennis Ball tests wasn’t found important statistically (p>0,05). Accordingto the analysis results of Balance, Speedand Catchingtests, significant difference was found statistically between the control andexperi mental group (p0.05). The difference between pre-test and post-test belongingto experimental group was analysed by paired t-test. The difference among Promptness, Long Jump by Standing, Stand In Balance On OneFoot, Throwing Tennis Ball, Sprint and Catchingtests was foundsignificant statistically (p<0.05). It is understood that regularimplementation of Motor Acquisitions Placed in Pre-School Education Curriculum on 5 Year-Olds Group Children can develop the motor performances such as Balance, Speed and Catching skills significantly.

The current study focused on exploring attitudes towards sportive activities of mentally disabled individuals shown by the 1st and 4th year candidate teachers who studied at teaching departments of Education Faculty and Sports Sciences Faculty of Muğla Sıtkı Koçman University during 2015-2016 academic year. In the study; a general survey model was used. “Personal Information Form” designed by the researchers and “Attitude Scale of Individuals Having Mental Disabilities towards Sports Activities (ASIHMDSA)” designed by İlhan, Esentürk and Yarımkaya (2016) were administered to the participants. Attitudinal levels of the participants were compared in relation to sex, academic grade, presence of a disabled member in the family, witnessing sportive activities of the disabled and receiving sports education for the disabled during their education. Sample of the study was consisted of a total of 560 candidate teachers who volunteered to join the study (336 female candidate teachers and 224 male candidate teachers). Mann-Whitney U was used for data analyses. As far as the study-findings were concerned, there were no statistically significant differences in participants’ level of attitudes towards sportive activities of mentally disabled individuals in terms of sex, witnessing sportive activities of the disabled, presence of a disabled member in the family and academic grades (P>0.05). However, in the comparisons statistically significant differences were found in terms of receiving sports education for the disabled during their education and faculty types (P0,05). Buna karşılık, eğitimleri içerisinde, engellilere yönelik spor eğitimi alma değişkeni ve öğrenim gördükleri fakülteler açısından yapılan karşılaştırmada, istatistiksel olarak anlamlı düzeyde farklılık tespit edilmiştir (P<0,05). Sonuç olarak, zihinsel engellilerin spor etkinliklerine yönelik tutum düzeyinin arttırılabilmesi için, öğretmen adaylarının eğitimleri içerisinde Engellilerde Spor dersi almalarının, pozitif yönde bir etkiye sahip olabileceği söylenebilir.

Bu araştırma Türkiye Görme Engelliler Yüzme Şampiyonasına katılan, görme engelli sporcuların, spora özgü başarı motivasyon düzeylerinin çeşitli değişkenler açısından incelenmesine odaklanmıştır. Katılımcıların spora özgü başarı motivasyonlarının belirlenmesinde, araştırmacılar tarafından geliştirilen “Kişisel Bilgi Formu” ile Wills tarafından geliştirilen ve Türkçe’ye uyarlaması 1997 yılında Tiryaki ve Gödelek tarafından yapılan “Spora Özgü Başarı Motivasyonu” ölçeği kullanılmıştır. Araştırmanın evrenini, Türkiye Görme Engelliler Federasyonu tarafından 2017 yılında, Alanya ilinde gerçekleştirilen Türkiye Görme Engelliler Yüzme Şampiyonası’na katılan, toplamda 94 (35 kadın, 59 erkek) görme engelli sporcu oluşturmaktadır. Örneklem grubunu ise, çalışmamıza gönüllü katılan, toplamda 74 (27 kadın, 47 erkek) sporcu oluşturmuştur. Araştırmanın verileri SPSS 22.0 istatistik programında analiz edilmiştir. Normallik sınaması testine göre; Sporda başarı motivasyon ölçeği toplam puan, başarıya yaklaşma ve güç gösterme güdüsü alt boyutu toplam puanı normal dağılım göstermiştir (p>0,005), başarısızlıktan kaçma alt boyutu toplam puanı ise, normal dağılım göstermemiştir (p<0,005). Bu nedenle normal dağılım gösteren verilere Anova, normal dağılım göstermeyen verilere Mann Whitney U ve Kruskal Wallis testleri uygulanmıştır. Elde edilen bulgularda katılımcıların, spora özgü başarı motivasyon düzeylerinin, cinsiyet, eğitim durumu, algılanan gelir, yaş ve engelin oluşum zamanı değişkenleri açısından anlamlı düzeyde farklılaşmadığı, buna karşın, başarıya yaklaşma güdüsü düzeyi ile yaş gruplarının birbirleri arasında anlamlı düzeyde farklılık tespit edilmiştir. Elde edilen farklılığa göre, 11-15 yaş aralığında bulunan katılımcıların 16-20 yaş katılımcılara, 16-20 yaş aralığında bulunan katılımcıların ise 21-25 ve 25 yaş üstü katılımcılara oranla daha yüksek başarıya yaklaşma güdüsüne sahip oldukları tespit edilmiştir. Sonuç olarak katılımcılar açısından, spora özgü başarı motivasyon düzeyleri ile araştırma değişkenleri arasında anlamlı farklılık bulunamazken, 16-20 yaş arasındaki katılımcıların başarıya yaklaşma güdüsünün yüksek olduğu söylenebilir.

This study aims to examine the sport participation motivation, loneliness and depression levels of students with specific learning disabilities in terms of some variables. Screening model used in the study. The research group is constituted by 85 students who had been diagnosed with Specific Learning disabilities in Special Education and Rehabilitation Centers in Kocaeli province. Personal information form prepared by the researchers and developed by Gill, Gross and Huddleston (1983), and the Turkish validity and reliability study was made by Oyar, Aşçı, Çelebi and Mülazımoğlu (2001)."Sport Participation Motivation Scale", developed by Kovacs (1980) and the validity and reliability of the Turkish version was made by Öy (1991). "Depression Scale for Children" and developed Ashler ve Wheller (1985) and the validity and reliability of the Turkish version was made by Kaya (2005) "Loneliness Scale for Children” were used as the data collection tools. The sports participation motives, depression and loneliness levels of the participants have been evaluated in terms of age, gender, natural / adoptive parents, family's economic status, father's occupational status, number of people in the family, number of siblings, family attitude and the state of doing sport. In the evaluation of the research data, descriptive statistics, t-test, ANOVA test and correlation analysis were used. In the findings, sports participation motives of participants were significantly differ according to the gender, family attitudes and the status of doing sports. Also according to the age, in loneliness level, and according to the number of siblings in the levels of loneliness and depression, significant differences were found. As a result of the correlation, a positive relationship between depression and loneliness status of the participants was found. Thus, in children at the 9-14 age range with specific learning disability it was concluded that the family attitude, number of siblings and to do sports have an impact in a positive way on the loneliness, depression and sports participation.

Introduction: This article reports the physical abilities and physical wellness of three groups of children with different neurodevelopmental disabilities: Autism, Down Syndrome and Intellectual Disability. Methods: The causal-comparative research method was implemented in this study. The participants comprised 32 students with moderate intellectual disabilities, 18 with autism spectrum disorder, and 22 with down syndrome. The body mass index (BMI), flexibility, standing long jump, sitting height, stroke length, and medicine ball throwing levels were measured for physical fitness, and the groups were compared afterward. The Kruskal Wallis-H Test and Mann-Whitney U Test were applied to determine the differences between the groups' physical fitness averages for the statistical analysis. Results: Statistically significant differences were obtained in BMI, standing long jump, stroke length, and medicine ball throwing variables (p < 0.05). However, no statistically significant difference was discovered for the flexibility and sitting height variables (p > 0.05). The BMI, sitting height, and stroke length levels for the group with autism spectrum disorder were higher than the other groups, as the flexibility levels of the group with down syndrome were higher than the other groups. Students with intellectual disabilities were demonstrated to have better values than other groups regarding standing long jump and medicine ball throwing performances. Conclusions: Objective information about the physical fitness of individuals with children with different neurodevelopmental disabilities was obtained. In addition, the data obtained with these children will contribute to future plans for movement training as well as the content and frequency of the interventions, and will guide the development of new strategies to develop physical abilities and physical wellness.