The compari̇son of the physi̇ologi̇cal and motori̇k measures of bli̇nd students who do sport and don't do, i̇n vi̇sually i̇mpai̇red schools of turkey

ABSTRACT The Comparison of the Physiological and Motoric Measures of Blind Students Who Do Sport and don't Do, in Visually İmpaired Schools of Turkey Aim: The aim of this study is to compare some of the physiological and motoric Measures of students with visual disabilities in the blind and low vision secondary school students (5.- 8. Grades) who do sports and do not play sports. Material and Method: 98 (72 male, 26 female) visually impaired students who regularly play sports and 189 (110 male, 79 female) visually impaired students who do not regularly play sports participated in the research voluntarily. In the study, participants' sex, age, height, body weight, Body Mass İndex, environmental measurements, flamingo balance test, flexibility, long jump, twisted arm hanging, 5x10 shuttle run, paw force, vertical jump, abdominal strength , Back strength, hip flexion strength, hip extension strength, leg flexion strength, leg extension strength, arm flexion strength and arm extension strength were measured. Results: İn research, there was a significant difference between visual impairment students who did sport and did not sport in age, height, paw force, vertical jump, balance test, flexibility, long jump, shuttle, twisted arm hanging, 10x5 shuttle run, abdominal strength, back strength, hip flexion force, hip extension strength, leg flexion strength, leg extension strength, arm flexion strength and arm extension force (p <0.05). There was no significant difference in body weight, Body Mass Index and environmental measures (p> 0.05). Conclusion: Based on the results of the tests in our study, it was observed that the students with visual impairments who performed sports had better performance than those who did sports with visual impairments. It is suggested that visually impaired students should be involved in mobility-play and sports activities besides physical education lessons, or more mobility-games and sports activities should be included in course curriculum programs. Key Words: Visually Impaired, Physiological Feature, Motoric Feature, Disabilities Sports