European Journal of Special Education Research
ISSN: 2501 - 2428
ISSN-L: 2501 - 2428
Available on-line at: www.oapub.org/edu
Volume 2 │ Issue 2 │ 2017
doi: 10.5281/zenodo.241140
THE EVALUATION OF THE PARTICIPATION OF GAME AND
PHYSICAL EDUCATION LESSON OF THE MILD SEVERE DEGREE
MENTAL RETARDATION AND AUTISTIC STUDENTS
Sinan Ayan1i, Murat Ergin2, Fikret Alıncak3
1
Kırıkkale University, Faculty of Sport Sciences, Kırıkkale, Turkey
2
3
Kirikkale National Education Directorate, Kırıkkale, Turkey
Gaziantep University, High School of Education and Sports, Gaziantep, Turkey
Abstract:
The aim of this research is to evaluate the acquisition of mild degree mentally disabled
students; severe degree mentally disabled students and autistic students in game and
physical activities and physical education lessons. The research was done to describe
current situation. Nineteen special education teachers and one physical education
teacher joined the research voluntarily. Teacher’s evaluated
mild degrees mentally
disabled students, 31 severe mentally disabled students and 10 autistic students with
the evaluation form of game and physical activities. Descriptive statistic techniques
were used during the data analysis. According to research result, 1st-2nd-3rd class mild
degree mentally disabled students, gallop skill should be developed and also severe
degree mentally disabled one in mild level. It was seen that students one in sufficient
level. Teachers gave the idea that 4th grade mentally disabled students should the skill
of kicking the ball with a racked, folk dances, creative / cultural dances, designing a
game, developing a programme and preparing a demonstration they are evaluated as
middle and good in jumping, taking step and jumping and joining the game. But in
other skills, they are evaluated as good and very good. It is resulted that 4th grade
severe degree mentally disabled students are good and very good in running, jumping,
hitting, throwing and catching skills; creative/cultural designing a game, developing
programes, preparing a demonstration should be developed. As a result, in the
movements that were requiring object control, creative, cultural dances, designing a
game, developing a program, preparing a demonstration, joining game skills should be
developed.
i
Correspondence: email ssayan71@gmail.com
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
35
Sinan Ayan, Murat Ergin, Fikret Alıncak
THE EVALUATION OF THE PARTICIPATION OF GAME AND PHYSICAL EDUCATION LESSON
OF THE MILD SEVERE DEGREE MENTAL RETARDATION AND AUTISTIC STUDENTS
Keywords: mentally disabled, game, physical activities
1. Introduction
A well planned, regular, and free physical education and exercise, social, and cultural
programs have positive physical and mental effects on disabled persons (Gürer et al.,
Kılınç et al.,
Yılmaz et al.,
Şahin et al.,
Alıncak et al.,
Winnick and Nad,
a Alıncak and Uğurlu,
Winnick,
Alıncak et al.,
b
Öztürk and Abakay, 2014), besides exercise has same effects on healthy persons (Biçer
and Akkuş,
Dedecan et al.,
Akcan and Biçer,
5zdal,
a Biçer et al.,
2015; Özdal, 2016b; Özdal, 2015). In addition to psychological effects, it is removable
that physical activity is factor that effect physical and rehabilitation, period of disabled
people (Gür, 2011).
Jannsen and Le Blanc (2010) advice in their studies that children and the young
that between 5 and 17 should join a moderate level physical activity at least 1 hour in a
day. In İlhan
’s study
% percent of parents want their mentally disabled
children to joining the physical education and sports activity in special education
programme.
In Ayan et al., (2012), it was found that children, who needed special education,
should passive approaches to games and toys. But, when the time went on with the
help of the correct inspiration, nearly they preferred like a normal developing child
both in game duties and toy preference.
Mental retardation is described as mental functions under the normal level. In
other words, it is seen that children have two or more irritability in communication,
self-care, family life, social skills, academic functions directing her / him, health and
security, free time, learning a job and adaptive behaviors.
Autism:
American Psychiatric Association describes that
autism is
a
developmental disturbance which is character mentally disabled as irritability in social
interest interaction; verbal and non-verbal communication disturbance; repeated
behaviors and lock of interest (Girli and Atasoy, 2010).
Special education is a total of educational services of which goal are to release the
possibility of living freely of the person (Canöz, 2011).
A person who needs special education: It is a person who shows more
meaningful difference than expected in them of personal quality and educatıon
proficiency (Canöz, 2011).
Special education institution: Special education application that is presented to
people who needs special requirement in Turkey is conducted at preschool and primary
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
36
Sinan Ayan, Murat Ergin, Fikret Alıncak
THE EVALUATION OF THE PARTICIPATION OF GAME AND PHYSICAL EDUCATION LESSON
OF THE MILD SEVERE DEGREE MENTAL RETARDATION AND AUTISTIC STUDENTS
school, vocational school, vocation education centres, general education schools as main
streaming education, special class supportive education rooms, special education and
rehabilitation centres.
Generally, mild and severe degree mentally disabled students go attend special
education application centres. The children have not been able to follow the applied
programmes in primary school. It is aimed that students should develop their self-care
daily life skills, functional academic skills and provides harmony to the society. Special
class application is composed of classes within pre-school, primary school and
secondary school where main streaming students are educating (MEB, 2012).
Classification of mentally disabled students in terms of education: In literature,
many mentally disabled students have been classified. According to the aim of the
study, some methods below one used in terms of educational and intelligence point. It
is divided in to three groups as educable (low degree mentally disabled person),
teachable (middle level mentally disabled person) and severe degree mentally disabled
(Özokçu, 2013).
Classifying according to the intelligence test point:
Low level mental disability: 50 / 70.
Severe level mental disability: 20 / 40.
Middle level mental disability: 35 / 55.
More severe level mental disability: Below 20 (Eripek, 2003).
Game and physical activities course is applied to the MEB’s st, second, third
and fourth grade students (disabled ar not). The aim of game and physical activities
course is to develop the students life skills with basic movements, active and healthy
life skills, concepts and strategies and prepare then to latter education grade (MEB,
2012).
Children become social with games. They learn participating and getting in to a
group. They reveal their real emotions and thoughts with game. They reflect their inner
life. They know their world and check (Yavuzer, 1993).
Sport is canalized mentally disabled a person to social life. The emotion
belonging to a group develops with the students who do sports. The disabled person
who do any sport away its disability and reveals its unknown identity and skills (Groff
et al., 2009). Peoples fixed movements decrease and social development increase when
they do physical activity (Orsmond et al., 2004).
When the benefits of mentally disabled peoples participation to the physical
activity is evaluated in terms of philosophy, it is emphasized that mentally disabled and
these activities have positive effects on developing affective and psychomotor skill
(Özer, 2013). Children with down syndrome has more wounding risk because they have
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
37
Sinan Ayan, Murat Ergin, Fikret Alıncak
THE EVALUATION OF THE PARTICIPATION OF GAME AND PHYSICAL EDUCATION LESSON
OF THE MILD SEVERE DEGREE MENTAL RETARDATION AND AUTISTIC STUDENTS
low muscle mass, excessively moving articulation and poor muscle and pigments
(Krebs, 2005).
2. Material and Method
2.1. Research Group
This research was planned according to descriptive model with the participation of 6
special education class (44 students), 1 education–application school (31 students) and 1
autistic children education center (10 students), 19 special education teacher and 1
physical education teacher (from autistic children education center) and it was achieved
to the population. Student’s disability situation, number of teachers and number of the
students in classes is given below.
Table 1: Disability Situation and Number of Students According to Grades
Disability Situation
Mild mentally disabled
Severe mentally disabled
Autistic students
Grade
Number of Teachers
1.2.3. grade
Special education class teacher
22
4. grade
Special education class teacher
22
1.2.3. grade
Special education class teacher
19
4. grade
Special education class teacher
12
1.2.3. grade
4.grade
Physical education teacher
Number of Students
7
3
Total
44
31
10
2.2 Data Collecting Tools
Game and physical activities evaluation form was the one which is proponed by
Turkish Republic Ministry of Education, General management of basic education, was
used to collect data (Meb, 2012).
2.3 Collecting Data
The list of the schools who has special education classes, education applying schools
and autistic children education centres were look from Kırıkkale Guidance and
Research Center. Researcher went to the special education classes, education applying
school and autistic children education center. Necessary explanation was given to the
volunteer primary teacher about game and physical activities evaluation form.
2.4 Data Analysis
Data frequency and percentage was taken with using SPSS 22.0 packet statistic
program.
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
38
Sinan Ayan, Murat Ergin, Fikret Alıncak
THE EVALUATION OF THE PARTICIPATION OF GAME AND PHYSICAL EDUCATION LESSON
OF THE MILD SEVERE DEGREE MENTAL RETARDATION AND AUTISTIC STUDENTS
3. Results
Game and physical activities course evaluation of how degree mentally disabled, severe
degree mentally disabled and autistic children is given with tables and comments in
this part. 1st, 2nd,3rd grade low degree mentally disabled students game and physical
activities course evaluation is given of Table 2.
Table 2: 1st, 2nd,3rd grade, low level mentally disabled students game and physical
activities course evaluation
1st, 2nd,3rd grade
(n=22)
Should be developed
f
%
Adequate/Enough
%
f
Walking
22
100
Running
22
100
Rolling
2
9.1
20
90.9
Jumping
3
13.6
19
86.4
Sliding
4
18.2
18
81.8
Hopping
4
18.2
18
81.8
Hiking
4
18.2
18
81.8
Galloping
12
54.5
10
45.5
In 1st, 2nd, 3rd grade mentally disabled students game and physical activities course,
walking 86.4% (45.5% good , 40.9% very good), running 73.3% (36.4% good, 40.9% very
good) , Jumping 77.3% (36.4% good, 40.9% very good) , taking step and hopping 63.6%
(31.8% good, %31.8 very good) were signed as good and very good by teachers. Galop
(54.5%) achieved the result of the development of the skill. It was evaluated that
galloping should have been developed. The evaluation of 1-2-3 classes about of the
game and physical activities course of mentally disabled students at the heavy level of
the class is given in Table 3.
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
39
Sinan Ayan, Murat Ergin, Fikret Alıncak
THE EVALUATION OF THE PARTICIPATION OF GAME AND PHYSICAL EDUCATION LESSON
OF THE MILD SEVERE DEGREE MENTAL RETARDATION AND AUTISTIC STUDENTS
Table 3: 1st, 2nd, 3rd grade severe degree mentally disabled student’s game and physical activities
course evaluation of 1st, 2nd, 3rd grade severe degree mentally disabled students game and
physical activities course
1 , 2 , 3 grade
st
nd
Should be developed
rd
Adequate
(n=19)
f
%
f
%
Walking
2
10.5
17
89.5
Running
2
10.5
17
89.5
Sliding
3
15.8
16
84.2
Jumping
4
21.1
15
78.9
Hiking
4
21.1
15
78.9
Rolling
4
21.1
15
78.9
Taking step/hopping
5
26.3
14
73.7
Galloping
6
31.6
13
68.4
It was founded that severe degree mentally disabled students should be developed in
galloping skill 73.7% (should be developed 31.6%, medium level 42.1%) and they are in
medium level. Very good choice was signed at the percentage of 47.4% for jumping and
rolling skills. Walking skill (89.5%) running skill (63.2%) were evaluated as very good.
Taking steps / hopping and sliding skills were signed as good (52.6%). It was seen that
very good choice isn’t signed for any students in taking steps/ hopping and galloping
skills. The evaluation of 1-2- classes’ autistic students about of the game and physical
activities course is given in Table 4.
Table 4: 1-2-3 class game and physical activities assessment of class autistic students
Should be developed
1st, 2nd, 3rd grade
Adequate
(n=7)
f
%
f
%
Walking
1
14.3
6
85.7
Running
1
14.3
6
85.7
Jumping
2
28.6
5
71.4
Taking steps/hopping
1
14.3
6
85.7
Galloping
1
14.3
6
85.7
Sliding
1
14.3
6
85.7
Rolling
1
14.3
6
85.7
Hiking
1
14.3
6
85.7
Galloping, sliding, rolling, hiking skills were evaluated as 57.1% good at 1./2./3. grade
autistic student’s game and physical activities course. Good choice was signed at the
percentage of 71.4% for taking steps / hopping skill. Jumping (good 42.9%, very good
28.2%) running (28.6% good, 42.9% very good) skills were founded at good and very
good degree.
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
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Sinan Ayan, Murat Ergin, Fikret Alıncak
THE EVALUATION OF THE PARTICIPATION OF GAME AND PHYSICAL EDUCATION LESSON
OF THE MILD SEVERE DEGREE MENTAL RETARDATION AND AUTISTIC STUDENTS
Table 5: 4th grade low degree mentally disabled student’s game and
physical activities course evaluation
4. grade (n=22)
Should be developed
Middle
Good
Very Good
low grade mentally disabled
f
%
f
%
f
%
f
%
Running
1
4.5
4
18.2
9
40.9
8
36.4
Jumping
2
9.1
7
31.8
5
22.7
8
36.4
Taking steps / hopping
3
13.6
7
31.8
5
22.7
7
31.8
Galloping
9
40.9
6
27.3
1
4.5
6
27.3
Sliding
4
18.2
9
40.9
2
9.1
7
31.8
Stretching
3
13.6
7
31.8
8
36.4
4
18.2
Balance
2
9.1
4
18.2
9
40.9
7
31.8
Jumping/Landing
3
13.6
7
31.8
6
27.3
6
27.3
Pushing
2
9.1
4
18.2
8
36.4
8
36.4
Pulling
2
9.1
6
27.3
6
27.3
8
36.4
Throwing
1
4.5
6
27.3
9
40.9
6
27.3
Catching
3
13.6
11
50.0
3
13.6
5
22.7
Kicking
2
9.1
7
31.8
6
27.3
7
31.8
Dribbling
5
22.7
9
40.9
6
27.3
2
9.1
Hitting with a racket
16
72.7
4
18.2
1
4.5
1
4.5
Folk dance
14
63.6
4
18.2
1
4.5
3
13.6
Creative/cultural dances
17
77.3
2
9.1
3
13.6
Participating a game
5
22.7
6
27.3
5
22.7
Designing a game
16
72.7
4
18.2
2
9.1
Developing a programme
19
86.4
2
9.1
Participating regularly
7
31.8
6
27.3
Preparing a show
21
95.5
Participating eagerly
8
36.4
7
31.8
6
27.3
6
27.3
1
4.5
4
18.2
1
4.5
3
13.6
3
13.6
4th grade low mentally disabled students severe found as good and very good in
running 77.3% (good 40.9%, very good 36.4%), balance 71.7% (good 40.9%, very good
31.8%), pushing 72.8% (good 36.4%, very good 36.4%) and throwing 68.2% (good 40.9%,
very good 27.3%). They were seen as middle and good level in stretching and throwing
68.2% (middle 31.8%, good 36.4%), catching 63.6% (middle 50.0%, good 13.6%),
dribbling 68.2% (middle 40.9%, good 27.3%). It was thought that hitting with a racket
(72.7%), folk dances (63.6%), creative–cultural daces (77.3%), designing a game (72.7%),
developing a programme (86.4%), preparing a show (95.5%) should have been
developed.
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
41
Sinan Ayan, Murat Ergin, Fikret Alıncak
THE EVALUATION OF THE PARTICIPATION OF GAME AND PHYSICAL EDUCATION LESSON
OF THE MILD SEVERE DEGREE MENTAL RETARDATION AND AUTISTIC STUDENTS
Table 6: 4th grade severe degree mentally disabled students game and
physical activities course evaluation
4 th grade (n=12)
Should be developed
severe degree mentally disabled
f
Running
Jumping
Taking steps/hopping
Middle
Good
Very Good
%
f
%
f
%
f
%
1
8.3
2
16.7
2
16.7
7
58.3
3
25.0
5
41.7
4
33.3
6
50.0
2
16.7
4
33.3
2
16.7
3
25.0
Galloping
7
58.3
Sliding
4
33.3
2
16.7
6
50.0
Stretching
6
50.0
2
16.7
4
33.3
Balance
3
25.0
1
8.3
5
41.7
3
25.0
Jumping/landing
3
25.0
3
25.0
2
16.7
4
33.3
1
8.3
7
58.3
4
33.3
3
25.0
3
25.0
2
16.7
4
33.3
1
8.3
4
33.7
7
58.3
2
16.7
7
58.3
Pushing
Pulling
Throwing
Catching
3
25.0
Kicking
4
33.3
5
41.7
3
25.0
Dribbling
3
25.0
4
33.3
2
16.7
3
25.0
Hitting with a racket
6
50.0
2
16.7
3
25.0
1
8.3
Folk dances
6
50.0
3
25.0
2
16.7
1
8.3
Creative–cultural dances
12
100
Participating the game
6
50.0
3
25.0
3
25.0
Designing a game
12
100.0
Developing a programme
12
100.0
Participating regularly
6
50.0
2
16.7
2
16.7
Preparing a show
12
100.0
2
16.7
Participating eagerly
6
50.0
3
25.0
2
16.7
1
8.3
4th grade severe degree mentally disabled students are evaluated as very good in
running 58.3%, sliding 50%, throwing and catching 58.3% in game and physical
activities course.
It is resulted that all the students 100% in creative and cultural dances, designing
a game, developing programme and preparing a Show, 50% of the students in folk
dances, participating a game, taking step and hopping and stretching skills should be
developed.
It is found that pushing skills 91.6%, (58.3% good, 33.3% very good) and
throwing skills 91.6% (33.3% good, 58.3% very good) are at good level. Opinions of 4th
grade autistic students about of game and physical activities course are given at the
Table 7.
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
42
Sinan Ayan, Murat Ergin, Fikret Alıncak
THE EVALUATION OF THE PARTICIPATION OF GAME AND PHYSICAL EDUCATION LESSON
OF THE MILD SEVERE DEGREE MENTAL RETARDATION AND AUTISTIC STUDENTS
Table 7: Evaluation of 4th grade autistic children in game and physical activities course
4th grade (n=3)
Should be develop
Middle
severe degree mentally disabled
f
%
f
Running
1
33.3
Jumping
1
33.3
1
Taking steps/hopping
1
33.3
1
Galloping
1
33.3
Sliding
1
33.3
Stretching
%
Good
f
%
Very Good
f
%
2
66.7
33.3
1
33.3
33.3
1
33.3
1
33.3
1
33.3
1
33.3
1
33.3
2
66.7
1
33.3
1
33.3
1
33.3
Balance
1
33.3
Jumping /landing
1
33.3
2
66.7
Pushing
1
33.3
2
66.7
Pulling
1
33.3
2
66.7
Throwing
1
33.3
2
66.7
2
66.7
2
66.7
2
66.7
2
66.7
1
33.3
1
33.3
Catching
Kicking
1
1
33.3
33.3
Dribbling
1
33.3
Hitting with a racket
1
33.3
Folk dances
2
66.7
1
33.3
Creative–cultural dances
2
66.7
1
33.3
Joining a game
1
33.3
1
33.3
Designing a game
2
1
33.3
Developing a programme
3
100.0
Participating regularly
1
33.3
1
33.3
Preparing a show
2
66.7
1
33.3
Participating eagerly
1
33.3
1
33.3
1
3.33
It is signed that developing programme should be developed of 100%. It is evaluated
that folk dances, creative cultural dances, designing a game and preparing show skills
should be developed at 60.7% percentage and medıum level at
. %. Very good choice
is signed in jumping /landing, pulling pushing, throwing, catching, kicking dribbling,
hitting with a racket skills signed in catching skills again.
4. Discussion and Conclusion
It is resulted that in game and physical activities course 1.2.3. grade low degree
mentally disabled students galloping skills (54%) should be developed. This situation
may be based on both teachers and students. It may be seen as should be developed
according to mentally disabled students hand-eye coordination, body coordination and
inefficiency at motor developments Aydın
, informed that teachers couldn’t
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
43
Sinan Ayan, Murat Ergin, Fikret Alıncak
THE EVALUATION OF THE PARTICIPATION OF GAME AND PHYSICAL EDUCATION LESSON
OF THE MILD SEVERE DEGREE MENTAL RETARDATION AND AUTISTIC STUDENTS
practice game and physical activities course regularly or they did another course. Same
of mentally disabled students show similarities as normal children in terms of physical
appearance and they also as skillful as normal children. Even mentally disabled
children can be successful in many sports branches like other normal children (Güven,
1986).
This idea supports that first, second, third grade low grade mentally disabled,
severe degree mentally disabled and autistic students are generally good at physical
activities. But, on the contrary of the findings that are informed that mental disability
generally affects physical capacity negatively in literature Sucuoğlu,
Siedentopet
al.,
Krebs,
Metin and Işıtan,
Senemoğlu,
Yancı
Eripek,
Özsoy et al., 2002; Belgin and Yücel, 2001).
The reason of this situation is based that teachers cannot evaluate students objectively.
It is found that 4th grade low degree mentally disabled student’s folk dances,
creative and cultural dances, designing a game, developing a programme, and
preparing a show skills should be developed combining classes application is done at
1st-4th and 5th-8th grade classes which is opened for mentally disabled or autistic students.
But it is mandatory that courses which are needed special skills, religion and moral and
foreıgn language courses are given by brunch teachers. Class teachers attend the
courses given by branch teacher (MEB, 2012).
Because of this physical education teacher cannot give game and physical
activities course at 1
st
2nd 3rd 4th grade in primary school. Because of this, it can be seen
that class teachers can be inadequate in creativity, sense of rhythm, solving problem
skills folk dances and dances. If physical education teachers give education at game and
physical activities course, teacher can affects the course positively.
The study which was done in Kırıkkale can be applied at the some degree
disabled students schools in different cities. Evaluation of game and physical activities
course can be done with disabled, combining and not disabled students. Disabled and
not disabled students can be compared. Some volunteering projects can be started to
develop the participation of students to game and physical activities course especially
students in education faculty and disabled students. Common studies can be done by
both the ministry of youth and sports and the ministry of education to encourage the
students and teachers throughout the country.
If game and physical activities course is given by master teachers, it will be more
efficient according to the research of special education teachers, instead of evaluating
mentally disabled students, it can be reached more objective results with text protocol
proponed by masters in MEB. It is found that taking help from parents, using several
materials, caring about from of the movement and process of education, training
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
44
Sinan Ayan, Murat Ergin, Fikret Alıncak
THE EVALUATION OF THE PARTICIPATION OF GAME AND PHYSICAL EDUCATION LESSON
OF THE MILD SEVERE DEGREE MENTAL RETARDATION AND AUTISTIC STUDENTS
warming activities and cooling activities are not done by teacher. It is found that they
do not give this course one hour every day.
References
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THE EVALUATION OF THE PARTICIPATION OF GAME AND PHYSICAL EDUCATION LESSON
OF THE MILD SEVERE DEGREE MENTAL RETARDATION AND AUTISTIC STUDENTS
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THE EVALUATION OF THE PARTICIPATION OF GAME AND PHYSICAL EDUCATION LESSON
OF THE MILD SEVERE DEGREE MENTAL RETARDATION AND AUTISTIC STUDENTS
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