The effect of digital technology-supported therapeutic recreation on physical fitness level of students with intellectual disabilities

The aim of the study was to examine the effect of digital technology assisted therapeutic recreation (DIJITREP) on the physical fitness level of children with mild intellectual disability (MLI). In addition, in this study, the effect of the detraining period on the results of the DIJITREP programme was also examined. In this direction; it is thought that the level of the effect of the DIJITREP programmes to be implemented on the physical fitness of children with HZY and the magnitude of the losses that may occur in the physical fitness variables gained with the return period will provide information to sports scientists. In this study, pre-test-post-test control group experimental research design was used among quantitative research methods. Convenience sampling method was used to determine the participants of the study. A total of 24 HZY students, 9 girls and 15 boys, with an average age of 12.27±1.02 years, were divided into two groups as treatment and control groups with 12 people in each group by simple random assignment method. The intervention group participated in the DIJITREP programme for 40 minutes a day, 2 days a week for 10 weeks, while the control group continued their routine education. At the end of the study, the control group was also offered the opportunity to participate in DIJITREP based on the principle of equal opportunity in education. In the study, demographic information was obtained with the "Personal Information Form" developed by the researchers, and the effect of DIJITREP on the physical fitness of children with mild intellectual disability (IDD) was evaluated with the "Brockport Physical Fitness Test". The research data were collected in three stages: before DIGITREP in all groups, at the end of 10-week DIGITREP and after an 8-week break for the return effect. Statistical analysis of the data was performed with SPSS (Version 26) package programme. Numerical data were analysed by Shapiro-Wilk test for conformity to normal distribution. Normally distributed data were summarised with mean (±) standard deviation and non-normally distributed data were summarised with median (1st quartile (q1) - 3rd quartile (q3)) values. Categorical data were presented as frequencies and percentages. Differences between groups were analysed by Student t test, Mann Whitney U test, repeated measures analysis of variance, Bonferroni test, Friedman test and Cochran Q test. In the analysis of the pre-DIGITREP test results of the participants, it was determined that body composition, flexibility, muscle strength-endurance and aerobic capacity values were not statistically significantly different and they had similar physical fitness levels p (> 0.05). At the end of 10-week DIGITREP, it was determined that there was a statistically significant and positive difference (p<0,001) in the body composition, muscle strength-endurance and aerobic capacity values of the application group. It was determined that 10-week DIGITREP had a positive contribution to the physical fitness levels of the participants. At the end of 10-week DIGITREP, it was concluded that there was a statistically significant and positive difference in the measurements made to determine the return effect after the 8-week break (p<0.05). This result shows that the physical fitness improvement gained with 10-week DIGITREP was not reversed and preserved. As a result, DIJITREP programme had positive and permanent effects on the physical fitness levels of HZY children. These findings show that DIJITREP is an effective intervention in increasing the physical fitness levels of HZY children and is sustainable in the long term. The results of the study are evidence that DIJITREP can be an effective tool in accessing the physical fitness required for HZY children to lead a healthy life. Key words: Technology, special needs, physical fitness, Brockport