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Determination of Physical Education and Sports Teacher Candidates Attitudes and Awareness Levels Towards the Effects of Sports on Intellectually Disabled Individuals

Year 2022, Volume: 5 Issue: 2, 115 - 126, 01.11.2022
https://doi.org/10.46385/tsbd.1177496

Abstract

The aim of this study is to investigate the attitudes and awareness levels of physical education and sports teacher candidates towards the effects of sports on intellectually disabled individuals. The research population consists of physical education teacher candidates who continue their education in the physical education and sports departments of universities. Accessible sampling method, one of the non-random sampling methods, was used in the study. The study group of the research consists of physical education teacher candidates (n=306) who continue their education in Konya Necmettin Erbakan University, Selcuk University and Aksaray University physical education and sports departments in the 2020-2021 academic year. As data collection tools in the research, '’Awareness Scale for the Effects of Sports on Individuals with Intellectual Disabilities'’, and 'Attitude Scale Towards Sportive Activities of Intellectualy Disabled individuals'’, and '' "Personal Information Form" was used. In the analysis of the age variable, gender, class level, family or relative disabled individual variable, whether to do regular sports or not, and the educational status of the parents, obtained from the personal information form in the research; frequency and percentage values were used. Because of the data showed normal distribution, the independent sample T test was used in the groups of gender, family or relative with disability, whether doing regular sports or not. For comparisons of more than two groups, the Anova test, which is a one-way analysis of variance, was used. Pearson Correlation test was used to find out whether there is a relationship between physical education teacher candidates' awareness and attitudes towards the intellectually disabled individuals. As a result of the research, it has been determined that the awareness and attitude levels of the physical education teacher candidates towards the intellectually disabled individuals are significantly different (p<0.05) according to the variables of whether there is a disabled person in the family or relatives, the age variable, and the educational statu of mother. Also, it has been determined that there is a positive, significant and strong relationship between awareness and attitude. As a result, it can be said that the attitudes and awareness levels of physical education and sports teacher candidates towards the effects of sports on mentally handicapped individuals vary according to demographic variables.

References

  • Açak, M., Karakaya, Y. E., Tan, Ç. & Coşkuner, Z. (2016) Investigation of the attitudes of students from exercise and sports education for individuals with disabilities department toward individuals with disabilities. International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(19), 1-8.
  • Alavi, M., Khodaie Ardakani, M. R., Moradi-Lakeh, M., Sajjadi, H., Shati, M., Noroozi, M., & Forouzan, S. (2018). Responsiveness of physical rehabilitation centers in capital of ıran: disparities and related determinants in public and private sectors. Frontiers in Public Health, 6, https://doi.org/10.3389/fpubh.2018.00317.
  • Alnahdi, G. H., & Schwab, S. (2021). Special education major or attitudes to predict teachers' self-efficacy for teaching in ınclusive education. Frontiers in Psychology, 12, https://doi.org/10.3389/fpsyg.2021.680909.
  • Armstrong, M., Morris, C., Abraham, C., Ukoumunne, O. C., Tarrant, M. (2016). Children’s contact with people with disabilities and their attitudes towards disability: a cross-sectional study. Disabil. Rehabil, 38, 879–888.
  • Babik, I., & Gardner, E. S. (2021). Factors affecting the perception of disability: A developmental perspective. Frontiers in Psychology, 12, https://doi.org/10.3389/fpsyg.2021.702166
  • Baştuğ, G., Say, M., & Dereceli, Ç. (2019). Gençlik ve spor il müdürlüğü yöneticilerinin mesleki benlik saygısı düzeylerine göre zihinsel engelli bireylerin sportif etkinliklerine yönelik tutumlarının incelenmesi. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi, 14(1), 105-120.
  • Blick, R. N., Saad, A. E., Goreczny, A. J, Roman, K., & Sorensen, C. H. (2015). Effects of declared levels of physical activity on quality of life of individuals with intellectual disabilities. Research in Developmental Disabilities, 37, 223-229.
  • Bota, A., Silvia, T., & Şerbănoiu, S. (2014). Unified sports – A social ınclusion factor in school communities for young people with ıntellectual disabilities. Procedia - Social and Behavioral Sciences, 117, 21-26.
  • Capio, C. M., Sit, C. H., Eguia, K. F., Abernethy, B., & Masters, R. (2014). Fundamental movement skills training to promote physical activity in children with and without disability: A pilot study. Journal of Sport and Health Science, 4(3), 235-243.
  • Casebolt, K. M., & Hodge, S. R. (2010). High school physical education teachers' beliefs about teaching students with mild to severe disabilities. Physical Educator, 67(3), 140-156.
  • Conroy, M. A., Asmus, J. M., Ladwig, C. N., Sellers, J. A., & Valcante, G. (2004). The effects of proximity on the classroom behaviors of students with autism in general education strategies. Behav. Disord. 29, 119–129.
  • Davidov, M., & Grusec, J. E. (2006). Untangling the links of parental responsiveness to distress and warmth to child outcomes. Child Dev. 77, 44–58.
  • De Boer, A., Pijl, S. J., Post, W., & Minnaert, A. (2013). Peer acceptance and friendships of students with disabilities in general education: The role of child, peer, and classroom variables. Soc. Dev. 22, 831–844.
  • Diamond, K. E., Hong, S.-Y., Tu, H. (2008). Context influences preschool children’s decisions to include a peer with a physical disability in play. Exceptionality, 16, 141–155.
  • European Agency for Special Needs and Inclusive Education. (2015). Empowering Teachers to Promote Inclusive Education: Literature Review. Odense, Denmark: European Agency for Special Needs and Inclusive Education.
  • Favazza, P. C., Phillipsen, L., & Kumar, P. (2000). Measuring and promoting acceptance of young children with disabilities. Except. Child, 66, 491–508.
  • Findler, L., Vilchinsky, N., & Werner, S. (2007). The multidimensional attitude scale toward persons with disabilities (MAS): construction and validation. Rehabil. Coun. Bull, 50, 166–176.
  • Florian, L. (2019). On the necessary co-existence of special and inclusive education. Int. J. Incl. Educ, 23, 691–704.
  • Frontera, WR. (2014). The world health organization disability action plan. Am J Phys Med Rehabil. 93, doi: 10.1097/PHM.0000000000000183
  • Gasser, L., Malti, T., Buholzer, A. (2014). Swiss children’s moral and psychological judgments about inclusion and exclusion of children with disabilities. Child Dev, 85, 532–548.
  • Geçkil, E., Kaleci, E., Cingil, D., & Hisar, F. (2017). The effect of disability empathy activity on the attitude of nursing students towards disabled people: a pilot study. Contemporary Nurse, 53(1), 82-93.
  • Georgiadi, M., Kalyva, E., Kourkoutas, E., & Tsakiris, V. (2012). Young children's attitudes toward peers with intellectual disabilities: Effect of the type of school. Journal of Applied Research in Intellectual Disabilities, 25(6), 531-541.
  • Hutzler, Y., & Daniel-Shama, E. (2017). Attitudes and self-efficacy of Arabic-speaking physical education teachers in Israel toward including children with disabilities. Int'l J. Soc. Sci. Stud., 5, 28-42.
  • İlhan, E. L., Esentürk, O. K., & Yarımkaya, E. (2016). Zihinsel engelli bireylerin sportif etkinliklerine yönelik tutum ölçeği (zebseytö): Geçerlik ve güvenirlik çalışması. International Journal of Human Sciences, 13(1), 1141-1160. İlhan, L. (2008). Eğitilebilir zihinsel engelli çocuklarda beden eğitimi ve sporun sosyalleşme düzeyine etkisi. Kastamonu Eğitim Dergisi, 16(1), 315-324.
  • İlhan, E. L. & Esentürk, O. K. (2014). Zihinsel engelli bireylerde sporun etkilerine yönelik farkındalık ölçeği (ZEBSEYFÖ) geliştirme çalışması. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi,9(1), 19-36.
  • Janardhana, N., Muralidhar, D., Naidu, D. M., Raghevendra, G. (2015). Discrimination against differently abled children among rural communities in India: need for action. J. Nat. Sci. Biol. Med, 6(1),7–11.
  • Kalyva, E., & Agaliotis I. (2009). Can contact affect Greek children’s understanding of and attitudes towards peers with physical disabilities? Eur. J. Spec. Needs Educ, 24, 213–220.
  • Kardaş, T. N., Kardaş, S. B., & Sadık, R. (2017). Zihinsel engelli çocuğu olan bireylerin çocuklarının sportif etkinliklerine yönelik tutumlarının incelenmesi. Ulusal Spor Bilimleri Dergisi, 1,(2), 34-43.
  • Kırımoğlu, H., Yılmaz, A., Soyer, F., Beyleroğlu, M. & İlhan, E. (2016). Research of the awareness level of sports of physical education and sports teacher candidates towards the effects of sports in mentally insufficient individuals. Niğde University Journal of Physical Education and Sport Sciences, 10(1), 80-88.
  • Kırımoğlu, H., Dallı, M., Yılmaz, A., & Say, M. (2017). Öğretmen adaylarının zihinsel engelli bireylerin sportif etkinliklerine yönelik tutum düzeylerinin incelenmesi (Muğla Sıtkı Koçman Üniversitesi örneği). Journal of Human Sciences, 14(4), 3116-3125.
  • Knafo, A., Zahn-Waxler, C., Van Hulle, C., Robinson, J. L., & Rhee, S. H. (2008). The developmental origins of a disposition toward empathy: Genetic and Environmental Contributions. 8, doi: 10.1037/a0014179.
  • Li, C., & Wang, C. K. (2013). Effect of exposure to special olympic games on attitudes of volunteers towards inclusion of people with intellectual disabilities. Journal of Applied in Research Intellectual Disabilities, 26(6), 515-521.
  • Malinen, O. P., & Savolainen H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: a longitudinal study. Teach. Teacher Educ, 60, 144–152.
  • McKay, C., Block, M., & Park, J. Y. (2015). The impact of paralympic school day on student attitudes toward inclusion in physical education. Adapted Physical Activity Quarterly, 32(4), 331-348.
  • Mestre, M. V., Carlo, G., Samper, P., Malonda, E., & Mestre, A. L. (2019). Bidirectional relations among empathy-related traits, prosocial moral reasoning, and prosocial behaviors. Soc. Dev, 28, 514–528.
  • Van Mieghem, A., Verschueren, K., Petry, K., & Struyf, E. (2020). An analysis of research on inclusive education: a systematic search and meta review. International Journal of Inclusive Education, 24(6), 675-689.
  • Morley, D., Bailey, R., Tan, J., & Cooke, B. (2005) Inclusive physical education: teachers’ views of including pupils with special educational needs and/or disabilities. European Physical Education Review, 11, 84-107.
  • Öztürk, H. & Abakay, U. (2014) Research of attitudes of the students studying in schools of physical education and sport toward disabled kids. Turkish Journal of Sport and Exercise, 16(3), 66-68.
  • Pit-ten Cate, I. M., Markova, M., Krischler, M., & Krolak-Schwerdt, S. (2018). Promoting inclusive education: the role of teachers' competence and attitudes. Insights Learn. Disabil. 15, 49–63.
  • Portt, E., Person, S., Person, B., Rawana, E., & Brownlee, K. (2020). Empathy and positive aspects of adolescent peer relationships: A scoping review. Journal of Child and Family Studies, 29(9), 2416-2433.
  • Sallquist, J., Eisenberg, N., Spinrad, T. L., Eggum, N. D., & Gaertner, B. M. (2009). Assessment of preschoolers’ positive empathy: concurrent and longitudinal relations with positive emotion, social competence, and sympathy. J. Posit. Psychol, 4, 223–233.
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Beden Eğitimi ve Spor Öğretmeni Adaylarının Zihinsel Engelli Bireylerde Sporun Etkilerine Yönelik Tutum ve Farkındalık Düzeylerinin Belirlenmesi

Year 2022, Volume: 5 Issue: 2, 115 - 126, 01.11.2022
https://doi.org/10.46385/tsbd.1177496

Abstract

Bu araştırmanın amacı, beden eğitimi ve spor öğretmeni adaylarının zihinsel engelli bireylerde sporun etkilerine yönelik tutum ve farkındalık düzeylerini araştırmaktır. Araştırma evrenini, üniversitelerin Beden Eğitimi ve Spor Bölümünde eğitim öğretimine devam eden beden eğitimi öğretmen adayı öğrenciler oluşturmaktadır. Çalışmada olasılıklı olmayan örnekleme yöntemlerinden erişilebilir örnekleme yöntemi kullanılmıştır. Araştırmanın çalışma grubunu ise 2020-2021 eğitim öğretim yılında Konya Necmettin Erbakan Üniversitesi, Selçuk Üniversitesi ve Aksaray Üniversitesi Beden Eğitimi ve Spor bölümlerinde eğitim öğretimine devam eden beden eğitimi öğretmen adayı öğrenciler (n=306) oluşturmaktadır. Araştırmada veri toplama araçları olarak, “Zihinsel Engelli Bireylerde Sporun Etkilerine Yönelik Farkındalık Ölçeği”, “Zihinsel Engelli Bireylerin Sportif Etkinliklerine Yönelik Tutum Ölçeği” ve “Kişisel Bilgi Formu” kullanılmıştır. Araştırmada kişisel bilgiler formundan elde edilen yaş değişkeni, cinsiyet, sınıf düzeyi, aile veya akrabada engelli birey değişkeni, düzenli spor yapıp yapmama değişkeni ve anne, baba eğitim durumu değişkenlerinin analizinde; frekans ve yüzde değerleri kullanılmıştır. Verilerin normal dağılım gösterdiği için ikili grup karşılaştırması olan cinsiyet, aile veya akrabada engelli birey, düzenli spor yapıp yapmama değişkeni gruplarında bağımsız örneklem t testi, ikiden fazla grup karşılaştırmaları içinse tek yönlü varyans analizi olan Anova testi kullanılmıştır. Beden eğitimi öğretmen adaylarının zihinsel engellilere ilişkin farkındalık ve tutum düzeylerinin arasında ilişki olup olmadığını ortaya çıkarmak için Pearson Korelasyon testi kullanılmıştır. Araştırma sonucunda beden eğitimi öğretmen adaylarının zihinsel engellilere ilişkin farkındalık ve tutum düzeylerinin ailede ya da akrabalarda engelli birey olup olmaması, yaş değişkeni, anne eğitim durumu değişkenlerine göre anlamlı farklılık olduğu (p<0.05) tespit edilmiştir. Ayrıca farkındalık ve tutum arasında pozitif yönde anlamlı ve güçlü bir ilişki olduğu belirlenmiştir. Sonuç olarak beden eğitimi ve spor öğretmeni adaylarının zihinsel engelli bireylerde sporun etkilerine yönelik tutum ve farkındalık düzeylerinin demografik değişkenlere göre değiştiği söylenebilir.

References

  • Açak, M., Karakaya, Y. E., Tan, Ç. & Coşkuner, Z. (2016) Investigation of the attitudes of students from exercise and sports education for individuals with disabilities department toward individuals with disabilities. International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(19), 1-8.
  • Alavi, M., Khodaie Ardakani, M. R., Moradi-Lakeh, M., Sajjadi, H., Shati, M., Noroozi, M., & Forouzan, S. (2018). Responsiveness of physical rehabilitation centers in capital of ıran: disparities and related determinants in public and private sectors. Frontiers in Public Health, 6, https://doi.org/10.3389/fpubh.2018.00317.
  • Alnahdi, G. H., & Schwab, S. (2021). Special education major or attitudes to predict teachers' self-efficacy for teaching in ınclusive education. Frontiers in Psychology, 12, https://doi.org/10.3389/fpsyg.2021.680909.
  • Armstrong, M., Morris, C., Abraham, C., Ukoumunne, O. C., Tarrant, M. (2016). Children’s contact with people with disabilities and their attitudes towards disability: a cross-sectional study. Disabil. Rehabil, 38, 879–888.
  • Babik, I., & Gardner, E. S. (2021). Factors affecting the perception of disability: A developmental perspective. Frontiers in Psychology, 12, https://doi.org/10.3389/fpsyg.2021.702166
  • Baştuğ, G., Say, M., & Dereceli, Ç. (2019). Gençlik ve spor il müdürlüğü yöneticilerinin mesleki benlik saygısı düzeylerine göre zihinsel engelli bireylerin sportif etkinliklerine yönelik tutumlarının incelenmesi. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi, 14(1), 105-120.
  • Blick, R. N., Saad, A. E., Goreczny, A. J, Roman, K., & Sorensen, C. H. (2015). Effects of declared levels of physical activity on quality of life of individuals with intellectual disabilities. Research in Developmental Disabilities, 37, 223-229.
  • Bota, A., Silvia, T., & Şerbănoiu, S. (2014). Unified sports – A social ınclusion factor in school communities for young people with ıntellectual disabilities. Procedia - Social and Behavioral Sciences, 117, 21-26.
  • Capio, C. M., Sit, C. H., Eguia, K. F., Abernethy, B., & Masters, R. (2014). Fundamental movement skills training to promote physical activity in children with and without disability: A pilot study. Journal of Sport and Health Science, 4(3), 235-243.
  • Casebolt, K. M., & Hodge, S. R. (2010). High school physical education teachers' beliefs about teaching students with mild to severe disabilities. Physical Educator, 67(3), 140-156.
  • Conroy, M. A., Asmus, J. M., Ladwig, C. N., Sellers, J. A., & Valcante, G. (2004). The effects of proximity on the classroom behaviors of students with autism in general education strategies. Behav. Disord. 29, 119–129.
  • Davidov, M., & Grusec, J. E. (2006). Untangling the links of parental responsiveness to distress and warmth to child outcomes. Child Dev. 77, 44–58.
  • De Boer, A., Pijl, S. J., Post, W., & Minnaert, A. (2013). Peer acceptance and friendships of students with disabilities in general education: The role of child, peer, and classroom variables. Soc. Dev. 22, 831–844.
  • Diamond, K. E., Hong, S.-Y., Tu, H. (2008). Context influences preschool children’s decisions to include a peer with a physical disability in play. Exceptionality, 16, 141–155.
  • European Agency for Special Needs and Inclusive Education. (2015). Empowering Teachers to Promote Inclusive Education: Literature Review. Odense, Denmark: European Agency for Special Needs and Inclusive Education.
  • Favazza, P. C., Phillipsen, L., & Kumar, P. (2000). Measuring and promoting acceptance of young children with disabilities. Except. Child, 66, 491–508.
  • Findler, L., Vilchinsky, N., & Werner, S. (2007). The multidimensional attitude scale toward persons with disabilities (MAS): construction and validation. Rehabil. Coun. Bull, 50, 166–176.
  • Florian, L. (2019). On the necessary co-existence of special and inclusive education. Int. J. Incl. Educ, 23, 691–704.
  • Frontera, WR. (2014). The world health organization disability action plan. Am J Phys Med Rehabil. 93, doi: 10.1097/PHM.0000000000000183
  • Gasser, L., Malti, T., Buholzer, A. (2014). Swiss children’s moral and psychological judgments about inclusion and exclusion of children with disabilities. Child Dev, 85, 532–548.
  • Geçkil, E., Kaleci, E., Cingil, D., & Hisar, F. (2017). The effect of disability empathy activity on the attitude of nursing students towards disabled people: a pilot study. Contemporary Nurse, 53(1), 82-93.
  • Georgiadi, M., Kalyva, E., Kourkoutas, E., & Tsakiris, V. (2012). Young children's attitudes toward peers with intellectual disabilities: Effect of the type of school. Journal of Applied Research in Intellectual Disabilities, 25(6), 531-541.
  • Hutzler, Y., & Daniel-Shama, E. (2017). Attitudes and self-efficacy of Arabic-speaking physical education teachers in Israel toward including children with disabilities. Int'l J. Soc. Sci. Stud., 5, 28-42.
  • İlhan, E. L., Esentürk, O. K., & Yarımkaya, E. (2016). Zihinsel engelli bireylerin sportif etkinliklerine yönelik tutum ölçeği (zebseytö): Geçerlik ve güvenirlik çalışması. International Journal of Human Sciences, 13(1), 1141-1160. İlhan, L. (2008). Eğitilebilir zihinsel engelli çocuklarda beden eğitimi ve sporun sosyalleşme düzeyine etkisi. Kastamonu Eğitim Dergisi, 16(1), 315-324.
  • İlhan, E. L. & Esentürk, O. K. (2014). Zihinsel engelli bireylerde sporun etkilerine yönelik farkındalık ölçeği (ZEBSEYFÖ) geliştirme çalışması. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi,9(1), 19-36.
  • Janardhana, N., Muralidhar, D., Naidu, D. M., Raghevendra, G. (2015). Discrimination against differently abled children among rural communities in India: need for action. J. Nat. Sci. Biol. Med, 6(1),7–11.
  • Kalyva, E., & Agaliotis I. (2009). Can contact affect Greek children’s understanding of and attitudes towards peers with physical disabilities? Eur. J. Spec. Needs Educ, 24, 213–220.
  • Kardaş, T. N., Kardaş, S. B., & Sadık, R. (2017). Zihinsel engelli çocuğu olan bireylerin çocuklarının sportif etkinliklerine yönelik tutumlarının incelenmesi. Ulusal Spor Bilimleri Dergisi, 1,(2), 34-43.
  • Kırımoğlu, H., Yılmaz, A., Soyer, F., Beyleroğlu, M. & İlhan, E. (2016). Research of the awareness level of sports of physical education and sports teacher candidates towards the effects of sports in mentally insufficient individuals. Niğde University Journal of Physical Education and Sport Sciences, 10(1), 80-88.
  • Kırımoğlu, H., Dallı, M., Yılmaz, A., & Say, M. (2017). Öğretmen adaylarının zihinsel engelli bireylerin sportif etkinliklerine yönelik tutum düzeylerinin incelenmesi (Muğla Sıtkı Koçman Üniversitesi örneği). Journal of Human Sciences, 14(4), 3116-3125.
  • Knafo, A., Zahn-Waxler, C., Van Hulle, C., Robinson, J. L., & Rhee, S. H. (2008). The developmental origins of a disposition toward empathy: Genetic and Environmental Contributions. 8, doi: 10.1037/a0014179.
  • Li, C., & Wang, C. K. (2013). Effect of exposure to special olympic games on attitudes of volunteers towards inclusion of people with intellectual disabilities. Journal of Applied in Research Intellectual Disabilities, 26(6), 515-521.
  • Malinen, O. P., & Savolainen H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: a longitudinal study. Teach. Teacher Educ, 60, 144–152.
  • McKay, C., Block, M., & Park, J. Y. (2015). The impact of paralympic school day on student attitudes toward inclusion in physical education. Adapted Physical Activity Quarterly, 32(4), 331-348.
  • Mestre, M. V., Carlo, G., Samper, P., Malonda, E., & Mestre, A. L. (2019). Bidirectional relations among empathy-related traits, prosocial moral reasoning, and prosocial behaviors. Soc. Dev, 28, 514–528.
  • Van Mieghem, A., Verschueren, K., Petry, K., & Struyf, E. (2020). An analysis of research on inclusive education: a systematic search and meta review. International Journal of Inclusive Education, 24(6), 675-689.
  • Morley, D., Bailey, R., Tan, J., & Cooke, B. (2005) Inclusive physical education: teachers’ views of including pupils with special educational needs and/or disabilities. European Physical Education Review, 11, 84-107.
  • Öztürk, H. & Abakay, U. (2014) Research of attitudes of the students studying in schools of physical education and sport toward disabled kids. Turkish Journal of Sport and Exercise, 16(3), 66-68.
  • Pit-ten Cate, I. M., Markova, M., Krischler, M., & Krolak-Schwerdt, S. (2018). Promoting inclusive education: the role of teachers' competence and attitudes. Insights Learn. Disabil. 15, 49–63.
  • Portt, E., Person, S., Person, B., Rawana, E., & Brownlee, K. (2020). Empathy and positive aspects of adolescent peer relationships: A scoping review. Journal of Child and Family Studies, 29(9), 2416-2433.
  • Sallquist, J., Eisenberg, N., Spinrad, T. L., Eggum, N. D., & Gaertner, B. M. (2009). Assessment of preschoolers’ positive empathy: concurrent and longitudinal relations with positive emotion, social competence, and sympathy. J. Posit. Psychol, 4, 223–233.
  • Savolainen, H., Malinen, O. P., & Schwab, S. (2022). Teacher efficacy predicts teachers’ attitudes towards inclusion–a longitudinal cross-lagged analysis. International journal of inclusive education, 26(9), 958-972.
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There are 53 citations in total.

Details

Primary Language Turkish
Subjects Sports Medicine
Journal Section Research Article
Authors

Ayşe Yıldırım 0000-0002-6970-8838

Mehmet Fatih Yüksel 0000-0001-6481-5098

Early Pub Date October 31, 2022
Publication Date November 1, 2022
Acceptance Date October 12, 2022
Published in Issue Year 2022 Volume: 5 Issue: 2

Cite

APA Yıldırım, A., & Yüksel, M. F. (2022). Beden Eğitimi ve Spor Öğretmeni Adaylarının Zihinsel Engelli Bireylerde Sporun Etkilerine Yönelik Tutum ve Farkındalık Düzeylerinin Belirlenmesi. Türk Spor Bilimleri Dergisi, 5(2), 115-126. https://doi.org/10.46385/tsbd.1177496

TÜBİTAK-ULAKBİM DERGİPARK AKADEMİK bünyesinde kurulan Türk Spor Bilimleri Dergisi Doçentlik başvurusu Ulusal Makale b maddesi kapsamındadır.