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Bütünleşik Fiziksel Aktivite Programının Otizm Spektrum Bozukluğu Olan ve Olmayan Öğrencilerin Fiziksel Uygunluk Düzeyleri Üzerindeki Etkileri

Year 2019, Volume: 3 Issue: 2, 30 - 39, 26.12.2019

Ahmet Sansi , Sibel Nalbant

Abstract

Bu çalışmada, 10 hafta boyunca uygulanan bütünleşik fiziksel aktivite
(BUFA) programının otizm spektrum bozukluğu (OSB) olan ve normal gelişim
gösteren (NGG) öğrencilerin fiziksel uygunluk düzeyleri üzerindeki etkilerinin
incelenmesi amaçlanmıştır. Araştırmaya 6-11 yaş arası OSB’li (n=21): yaş
ortalaması 8,28±,908 yıl ve NGG (n=24): yaş ortalaması 8,85±,522 yıl olmak
üzere toplam 45 kişi dâhil edilmiştir. Katılımcılar basit rastgele yöntemle
uygulama grubu (UG) (OSB, n=11; NGG, n=14) ve kontrol grubu (KG) (OSB, n=10;
NGG, n=10) olmak üzere iki gruba ayrılmıştır. UG’ deki OSB’li ve NGG
öğrenciler, rutin eğitimleri ile birlikte 10 hafta süre ile haftada 2 gün günde
1 saat temas ve sosyal etkileşimi arttırmak amacıyla
işbirlikçi yaklaşım ve akran destekli
öğrenme yöntemleri ile uygulanan BUFA programına katılmıştır. KG ise rutin
eğitim sürecine devam etmiştir. 10 haftalık BUFA programı öncesi ve
sonrasında tüm katılımcıların fiziksel uygunluk düzeyleri beden kütle indeksi
(BKİ), omuz germe, otur-eriş, değiştirilmiş mekik, gövde kaldırma, el kavrama
kuvveti (EKK) testleri ile değerlendirilmiştir. Verilerin analizinde SPSS-21
paket programı ile nonparametrik testlerden Wilcoxon testi kullanılmıştır. 10
haftalık BUFA programı sonunda UG’de yer alan OSB’li ve NGG öğrencilerin
esneklik ve kuvvet ile ilgili fiziksel uygunluk parametrelerinde istatistiksel
olarak anlamlı düzeyde bir gelişme tespit edilmiştir (p<.05). Diğer
taraftan, KG’deki OSB’li ve NGG öğrencilerin fiziksel uygunluk parametrelerinde
istatistiksel olarak anlamlı bir değişim olmadığı saptanmıştır (p>.05).
Sonuç olarak BUFA programı, OSB’li ve NGG öğrencilerin fiziksel uygunluk
düzeylerini geliştirmek için uygulanabilir etkili bir yöntem olarak önerilir.



 

Keywords

Bütünleşik fiziksel aktivite fiziksel uygunluk otizm spektrum bozukluğu

References

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  • Centers for Disease Control and Prevention (2014). Autism Information Center frequently asked questions: Prevalence. Atlanta: Author.
  • Curtin, C. Jojic, M. ve Bandini, L. G. (2014). Obesity in children with autism spectrum disorders. Harvard review of psychiatry, 22(2), 93.
  • Özer, D. ve Özer, M. K. (2014). Çocuklarda motor gelişim. Ankara: Nobel Yayın Dağıtım.
  • Kurdak, S. S. (2012). Solunum sistemi maksimal egzersiz kapasitesini sınırlar mı. Solunum, 14, 12-20.
  • Pan, C. Y. (2008). Objectively measured physical activity between children with autism spectrum disorders and children without disabilities during inclusive recess settings in Taiwan. Journal of autism and developmental disorders, 38(7), 1292.
  • Pan, C. Y. (2011). The efficacy of an aquatic program on physical fitness and aquatic skills in children with and without autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 657-665.
  • Pan, C. Y. (2014). Motor proficiency and physical fitness in adolescent males with and without autism spectrum disorders. Autism, 18(2), 156-165.
  • Pan, C. Y. ve Frey, G. C. (2006). Physical activity patterns in youth with autism spectrum disorders. Journal of autism and developmental disorders, 36(5), 597.
  • Phillips, K. L. vd. (2014). Prevalence and impact of unhealthy weight in a national sample of US adolescents with autism and other learning and behavioral disabilities. Maternal and child health journal, 18(8), 1964-1975.
  • Pitetti, K. H. vd. (2007). The efficacy of a 9-month treadmill walking program on the exercise capacity and weight reduction for adolescents with severe autism. Journal of Autism and Developmental Disorders, 37(6), 997-1006.
  • Rimmer, J. H. ve Braddock, D. (2002). Health promotion for people with physical, cognitive, and sensory disabilities: An emerging national priority. American Journal of Health Promotion, 16(4), 220-224.
  • Strong, W. B. vd. (2005). Evidence based physical activity for school-age youth. The Journal of pediatrics, 146(6), 732-737.
  • Todd, T. ve Reid, G. (2006). Increasing physical activity in individuals with autism. Focus on autism and other developmental disabilities, 21(3), 167-176.
  • Todd, T. Reid, G. ve Butler-Kisber, L. (2010). Cycling for students with ASD: Self-regulation promotes sustained physical activity. Adapted Physical Activity Quarterly, 27(3), 226-241.
  • Trost, S. G. vd. (2002). Age and gender differences in objectively measured physical activity in youth. Medicine and science in sports and exercise, 34(2), 350-355.
  • Tyler, K. MacDonald, M. ve Menear, K. (2014). Physical activity and physical fitness of school-aged children and youth with autism spectrum disorders. Autism research and treatment, 2014.
  • US Department of Health and Human Services. (2000). Healthy people 2010: Physical activity and fitness. Washington, DC: US Department of Health and Human Services, 2000Available.
  • Winnick, J. Ve Porretta, D. L. (2018). Adapted physical education and sport. Human Kinetics.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş. ve Demirel, F. (2014). Bilimsel araştırma yöntemleri. 17. Baskı. Ankara: Pagem Akademi, 194.
  • Cairney, J., Hay, J., Faught, B. E., Corna, L. M., & Flouris, A. D. (2006). Developmental coordination disorder, age, and play: A test of the divergence in activity-deficit with age hypothesis. Adapted Physical Activity Quarterly, 23, 261–276.
  • Cantell, M. H., Crawford, S. G., & Doyle-Parker, P. K. (2008). Physical fitness and health indices in children, adolescents and adults with high or low motor competence. Human Movement Science, 27, 344–362.
  • Haga, M. (2008). Physical fitness in children with movement difficulties. Physiotherapy, 94, 253–259.
  • Özer, D. ve Özer, M. K. (2014). Çocuklarda motor gelişim. Ankara: Nobel Yayın Dağıtım.
  • Kasap, H., Kemertaş, E. Y. İ., & Nalbant, S. (2018). Eğitimde Ve Spor Eğitiminde Ölçme Ve Değerlendirme. Ankara: Nobel Yayın Dağıtım
  • Lochbaum, M., & Crews, D. (2003). Viability of cardiorespiratory and muscular strength programs for the adolescent with autism. Complementary Health Practice Review, 8(3), 225-233.
  • Lopez-Williams, A., Chacko, A., Wymbs, B. T., Fabiano, G. A., Seymour, K. E., & Gnagy, E. M. (2005). Athletic performance and social behavior as predictors of peer acceptance in children diagnosed with attention-deficit/hyperactivity disorder. Journal of Emotional and Behavioral Disorders, 13, 173–180.
  • Magnusson, J. E., Cobham, C., & McLeod, R. (2012). Beneficial effects of clinical exercise rehabilitation for children and adolescents with autism spectrum disorder (ASD). Journal of Exercise Physiology Online, 15(2), 71-79.
  • Pan, C. Y., Tsai, C. L., & Chu, C. H. (2009). Fundamental movement skills in children diagnosed with autism spectrum disorders and attention deficit hyperactivity disorder. Journal of Autism and Developmental Disorders, 39, 1694–1705.
  • Pan, C. Y., Tsai, C. L., Chu, C. H., Sung, M. C., Ma, W. Y., & Huang, C. Y. (2016). Objectively measured physical activity and health-related physical fitness in secondary school-aged male students with autism spectrum disorders. Physical Therapy, 96(4), 511-520.
  • Provost, B., Heimerl, S., & Lopez, B. R. (2007). Levels of gross and fine motor development in young children with autism spectrum disorder. Physical and Occupational Therapy in Pediatrics, 27, 21–36.
  • Sorensen, C., & Zarrett, N. (2014). Benefits of physical activity for adolescents with autism spectrum disorders: A comprehensive review. Review Journal of Autism and Developmental Disorders, 1(4), 344-353.
  • Staples, K. L., & Reid, G. (2010). Fundamental movement skills and autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 209–217.
  • Yanardağ, M., Ergun, N., & Yılmaz, İ. (2009). Otistik çocuklarda adapte edilmiş egzersiz eğitiminin fiziksel uygunluk düzeyine etkisi. Fizyoterapi Rehabilitasyon, 20(1), 25-31.
  • Yilmaz, I., Yanardağ, M., Birkan, B., & Bumin, G. (2004). Effects of swimming training on physical fitness and water orientation in autism. Pediatrics International, 46(5), 624-626.
  • Yilmaz, I., Yanardağ, M., Birkan, B., & Bumin, G. (2004). Effects of swimming training on physical fitness and water orientation in autism. Pediatrics International, 46(5), 624-626.

Year 2019, Volume: 3 Issue: 2, 30 - 39, 26.12.2019

Ahmet Sansi , Sibel Nalbant

Abstract

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.
  • Centers for Disease Control and Prevention (2014). Autism Information Center frequently asked questions: Prevalence. Atlanta: Author.
  • Curtin, C. Jojic, M. ve Bandini, L. G. (2014). Obesity in children with autism spectrum disorders. Harvard review of psychiatry, 22(2), 93.
  • Özer, D. ve Özer, M. K. (2014). Çocuklarda motor gelişim. Ankara: Nobel Yayın Dağıtım.
  • Kurdak, S. S. (2012). Solunum sistemi maksimal egzersiz kapasitesini sınırlar mı. Solunum, 14, 12-20.
  • Pan, C. Y. (2008). Objectively measured physical activity between children with autism spectrum disorders and children without disabilities during inclusive recess settings in Taiwan. Journal of autism and developmental disorders, 38(7), 1292.
  • Pan, C. Y. (2011). The efficacy of an aquatic program on physical fitness and aquatic skills in children with and without autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 657-665.
  • Pan, C. Y. (2014). Motor proficiency and physical fitness in adolescent males with and without autism spectrum disorders. Autism, 18(2), 156-165.
  • Pan, C. Y. ve Frey, G. C. (2006). Physical activity patterns in youth with autism spectrum disorders. Journal of autism and developmental disorders, 36(5), 597.
  • Phillips, K. L. vd. (2014). Prevalence and impact of unhealthy weight in a national sample of US adolescents with autism and other learning and behavioral disabilities. Maternal and child health journal, 18(8), 1964-1975.
  • Pitetti, K. H. vd. (2007). The efficacy of a 9-month treadmill walking program on the exercise capacity and weight reduction for adolescents with severe autism. Journal of Autism and Developmental Disorders, 37(6), 997-1006.
  • Rimmer, J. H. ve Braddock, D. (2002). Health promotion for people with physical, cognitive, and sensory disabilities: An emerging national priority. American Journal of Health Promotion, 16(4), 220-224.
  • Strong, W. B. vd. (2005). Evidence based physical activity for school-age youth. The Journal of pediatrics, 146(6), 732-737.
  • Todd, T. ve Reid, G. (2006). Increasing physical activity in individuals with autism. Focus on autism and other developmental disabilities, 21(3), 167-176.
  • Todd, T. Reid, G. ve Butler-Kisber, L. (2010). Cycling for students with ASD: Self-regulation promotes sustained physical activity. Adapted Physical Activity Quarterly, 27(3), 226-241.
  • Trost, S. G. vd. (2002). Age and gender differences in objectively measured physical activity in youth. Medicine and science in sports and exercise, 34(2), 350-355.
  • Tyler, K. MacDonald, M. ve Menear, K. (2014). Physical activity and physical fitness of school-aged children and youth with autism spectrum disorders. Autism research and treatment, 2014.
  • US Department of Health and Human Services. (2000). Healthy people 2010: Physical activity and fitness. Washington, DC: US Department of Health and Human Services, 2000Available.
  • Winnick, J. Ve Porretta, D. L. (2018). Adapted physical education and sport. Human Kinetics.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş. ve Demirel, F. (2014). Bilimsel araştırma yöntemleri. 17. Baskı. Ankara: Pagem Akademi, 194.
  • Cairney, J., Hay, J., Faught, B. E., Corna, L. M., & Flouris, A. D. (2006). Developmental coordination disorder, age, and play: A test of the divergence in activity-deficit with age hypothesis. Adapted Physical Activity Quarterly, 23, 261–276.
  • Cantell, M. H., Crawford, S. G., & Doyle-Parker, P. K. (2008). Physical fitness and health indices in children, adolescents and adults with high or low motor competence. Human Movement Science, 27, 344–362.
  • Haga, M. (2008). Physical fitness in children with movement difficulties. Physiotherapy, 94, 253–259.
  • Özer, D. ve Özer, M. K. (2014). Çocuklarda motor gelişim. Ankara: Nobel Yayın Dağıtım.
  • Kasap, H., Kemertaş, E. Y. İ., & Nalbant, S. (2018). Eğitimde Ve Spor Eğitiminde Ölçme Ve Değerlendirme. Ankara: Nobel Yayın Dağıtım
  • Lochbaum, M., & Crews, D. (2003). Viability of cardiorespiratory and muscular strength programs for the adolescent with autism. Complementary Health Practice Review, 8(3), 225-233.
  • Lopez-Williams, A., Chacko, A., Wymbs, B. T., Fabiano, G. A., Seymour, K. E., & Gnagy, E. M. (2005). Athletic performance and social behavior as predictors of peer acceptance in children diagnosed with attention-deficit/hyperactivity disorder. Journal of Emotional and Behavioral Disorders, 13, 173–180.
  • Magnusson, J. E., Cobham, C., & McLeod, R. (2012). Beneficial effects of clinical exercise rehabilitation for children and adolescents with autism spectrum disorder (ASD). Journal of Exercise Physiology Online, 15(2), 71-79.
  • Pan, C. Y., Tsai, C. L., & Chu, C. H. (2009). Fundamental movement skills in children diagnosed with autism spectrum disorders and attention deficit hyperactivity disorder. Journal of Autism and Developmental Disorders, 39, 1694–1705.
  • Pan, C. Y., Tsai, C. L., Chu, C. H., Sung, M. C., Ma, W. Y., & Huang, C. Y. (2016). Objectively measured physical activity and health-related physical fitness in secondary school-aged male students with autism spectrum disorders. Physical Therapy, 96(4), 511-520.
  • Provost, B., Heimerl, S., & Lopez, B. R. (2007). Levels of gross and fine motor development in young children with autism spectrum disorder. Physical and Occupational Therapy in Pediatrics, 27, 21–36.
  • Sorensen, C., & Zarrett, N. (2014). Benefits of physical activity for adolescents with autism spectrum disorders: A comprehensive review. Review Journal of Autism and Developmental Disorders, 1(4), 344-353.
  • Staples, K. L., & Reid, G. (2010). Fundamental movement skills and autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 209–217.
  • Yanardağ, M., Ergun, N., & Yılmaz, İ. (2009). Otistik çocuklarda adapte edilmiş egzersiz eğitiminin fiziksel uygunluk düzeyine etkisi. Fizyoterapi Rehabilitasyon, 20(1), 25-31.
  • Yilmaz, I., Yanardağ, M., Birkan, B., & Bumin, G. (2004). Effects of swimming training on physical fitness and water orientation in autism. Pediatrics International, 46(5), 624-626.
  • Yilmaz, I., Yanardağ, M., Birkan, B., & Bumin, G. (2004). Effects of swimming training on physical fitness and water orientation in autism. Pediatrics International, 46(5), 624-626.
There are 36 citations in total.

Details

Primary Language Turkish
Subjects Sports Medicine
Journal Section Araştırma Makalesi
Authors

Ahmet Sansi 0000-0002-7440-2382

Sibel Nalbant This is me 0000-0002-3481-6337

Publication Date December 26, 2019
Submission Date October 31, 2019
Acceptance Date December 26, 2019
Published in Issue Year 2019 Volume: 3 Issue: 2

Cite

APA Sansi, A., & Nalbant, S. (2019). Bütünleşik Fiziksel Aktivite Programının Otizm Spektrum Bozukluğu Olan ve Olmayan Öğrencilerin Fiziksel Uygunluk Düzeyleri Üzerindeki Etkileri. Kilis 7 Aralık Üniversitesi Beden Eğitimi Ve Spor Bilimleri Dergisi, 3(2), 30-39.