The effect of physical education and play applications on physical suitability, educative performance and school social behaviors of mild level intellectual disabled children

This study; was realized in order to examine the influences of physical education and gaming practices on physical fitness, educational performance and school social behavior of mild level intellectual disabled children. In this study data paw force, sitting-up, standing-up, standing-forward jump, straight shuttle, reverse shuttle, push-up and sit-up tests were applied in order to collect data and measure the physical fitness parameters. With the aim to determine the educational performance the mentally deficient performance assessment form for individuals prepared by the Ministry of Education of Special Education Guidance and Counseling Services General Directorate (2009) the psikmot skills, large muscles developers working section was used. In order to determine the school social behavior, the School Social Behavior Scale (OSDÖ) developed by Kenneth W. Merrell and adapted to Turkish by Yüksel (2009) and validated for reliability was used. Physical education and play lessons were applied for 2 hours per week for 24 weeks with the purpose of obtaining data from these scales applied to participants. The scope of the research consists of children with a mild level intellectual disabled children diagnosis between 7 and 9 years of age (7,90 ± .78) who are educated at the Special Education and Rehabilitation Centers of the Ministry of National Education, located in the district of Izmit, county of Kocaeli. The sample group of the study is; constituted by children aged 7 to 9 years (14 male, 6 female) and 20 mild level intellectual disabled children who are trained at the El Ele Special Education and Rehabilitation Center giving service County of Kocaeli, district of Izmit. The SPSS 20.0 package program was used to evaluate the data obtained from the study. Descriptive statistics such as mean and standard deviation are used in the in the study as well as Mann-Whitney U in the comparison of the two independent groups and Kruskal-Wallis H analyzes in the comparison of three independent groups. It was also benefited from Wilcoxon to compare two dependent group averages and the Friedman test statistic was used to determine the differences between three or more dependent group averages.According to the findings obtained in the study, there was statistically significant difference (p<0,05) in physical fitness parameters between pre - test and post - test groups in the test group, while the control group pre-test, post-test findings paw force, flexibility, and long-jump parameters were statistically significant on the negative side. The skills of the large muscular development work section, located in the sub dimensions, playing games as the front position, make a comfortable posture, make a ready stance, stand on one foot, stand on the tips of fingers, eagle stance, glider stance, one foot forward weight in front - weight behind, two feet side by side right and left weight, jumps one-foot and two-foot on its place, jumps two-leg, opens-closes were significantly (p <0,05) in favor of the test group.The applied School Social Behavior Scale find that there was a statistically significant difference (p <0.05) between the in the social competence form present persons interpersonal relations, self-control, academic skills and the aggressive-nervous persons present in the sub-dimensions of negative social behaviors in favor of the test group. However, there was no significant difference (p> 0.05) in the anti-social-aggressive and destructive-demanding sub-dimensions. As a result of the research; it has been found that 24-week physical education and gaming practices applied to mild level intellectual disabled children have effects on children's physical fitness, rough motor development and school social behavior.