The effect of inclusive physical activities on the physical activity level and social skills of children with and without intellectual disability

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.