Research Article
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ZİHİNSEL ENGELLİLERDE TEMEL FUTBOL EĞİTİMİNİN MOTORİK VE FUTBOL OYUN BECERİLERİNE ETKİSİ

Year 2021, Volume 15, Issue 3, 482 - 494, 22.12.2021

Abstract

Bu çalışmanın amacı, temel futbol eğitiminin hafif düzeyde zihinsel engelli öğrencilerin motorik ve futbol oyun becerilerine olan etkisini incelemektir. Çalışmada, 11’i partnerli (zihinsel engeli olmayan akran) 11’i partnersiz olmak üzere yaşları 15-21 arasında değişen 22 hafif zihinsel engelli erkek öğrenciye 10 hafta süreyle haftada 3 gün, günde 90 dakika futbol eğitimi verilmiş olup öntest ve sontest puanları elde edilmiştir. Futbol temel eğitimi, düşük beceri düzeyine sahip sporcular için hazırlanan Özel Olimpiyatlar bireysel futbol beceri etkinliği, top sürme, şut atma, topla koşma ve ayakla şut atma etkinliklerini içeren 7 istasyon ve 25 maddeden oluşan gözlem formu ile belirlenmiştir. Bununla birlikte öğrencilerin motorik özellikleri Bruininks-Oseretsky motor yeterlilik alt testlerinden ikili koordinasyon (7 madde), denge (9 madde) ve kuvvet (5 madde) olmak üzere üç boyut ve toplam 21 maddeden oluşan gözlem formu aracılığı ile belirlenmiştir. Elde edilen verilerin analizinde betimsel istatistiklerin yanı sıra ilişkili ölçümler için iki faktörlü varyans analizi kullanılmıştır. Araştırma sonucunda, futbol becerisi arttıkça hafif zihinsel engelli bireylerin motor gelişim seviyelerinde artış olduğu görülmüş ve verilen futbol eğitimi ile her iki grubun (partnerli-partnersiz) motor becerilerinin benzer oranda arttığı saptanmıştır.

References

  • 1. Winnick JP., Porretta DL. (2017). Adapted physical education and sport. Sixth Edition. | Champaign, IL: Human Kinetics.
  • 2. Putten VD., Houwen S., Vlaskamp C. (2013). Motor functioning in people with severe or profound intellectual disabilities: A neglected opportunity for research? A systematic review. Round table meeting, SIRG-PIMD - Groningen, Netherlands.
  • 3. Houwen S., Visser L., Putten VD., Vlaskamp C. (2016). The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities. Research in Developmental Disabilities. 53(54), 19-31.
  • 4. Blomqvist S., Olsson J., Wallin L., Wester A., Rehn B. (2013). Adolescents with intellectual disability have reduced postural balance and muscle performance in trunk and lower limbs compared to peers without intellectual disability. Research in Developmental Disabilities. 34(1), 198-206.
  • 5. Westendorp M., Houwen S., Hartman E., Visscher C. (2011). Are gross motor skills and sports participation related in children with intellectual disabilities? Research in developmental Disabilities. 32(3), 1147-1153.
  • 6. Hassan D., Dowling S., McConkey R. (2014). Sport, coaching and ıntellectual disability. Taylor & Francis eBooks. Routledge.
  • 7. DeLany JV., Pendzick MJ. (2009). Working with children and adolescents: a guide for the occupational therapy assistant. Upper Saddle River, NJ: Pearson/Prentice Hall.
  • 8. Savucu Y. (2019). Uyarlanmış beden eğitimi ve spor. İçinde: Çelik Kayapınar F. (editör). Zihinsel yetersizliğe sahip bireyler. 2. Baskı. Ergün Yayınevi. İzmir. 67- 70.
  • 9. Eminovic F., Pacic S., Nikic R., Likic D., Nazarkin JA. (2010). Effects of phase fibrotomy on a range of motion and motor functions. PONS, 7(2), 71–74.
  • 10. Atalay Güzel N., Kafa N. (2016). Engellilerde spor ve sınıflandırma. 1. Baskı. Gazi Kitabevi. Ankara. 163.
  • 11. Pitetti K., Miller, RA., Loovis, EM. (2018). Balance and coordination proficiency of age-matched male and female children and adolescents with intellectual disabilities. Adapted Physical Activity Quarterly, 35(2), 175-195.
  • 12. Chen MD., Tsai HY., Wang CC., Wuang YP. (2015). The effectiveness of racket-sport intervention on visual perception and executive functions in children with mild intellectual disabilities and borderline intellectual functioning. Neuropsychiatric Disease and Treatment, 11, 2287.
  • 13. Yamane T. (2001). Basic sampling methods. Esin, A., Bakir MA, Aydin C., Gurbuzsel E. (Editör). Literatur Publishing. Istanbul.
  • 14. Ural A., Kiliç İ. (2011). Bilimsel araştırma süreci ve SPSS ile veri analizi. Detay Yayıncılık. Ankara.
  • 15. Işık M., Zorba E. (2020). The effects of hemsball on the motor proficiency of students with intellectual disabilities. International Journal of Developmental Disabilities. 66(2), 104-112.
  • 16. Bruininks RH., Bruininks BD. (2005). Bruininks-Oseretsky test of motor proficiency second edition manual (BOT-2). USA: Pearson Clinical Assessment.
  • 17. Baran F., Aktop A., Özer D., Nalbant S., Ağlamış E., Barak S., Hutzler Y. (2013). The effects of a Special Olympics Unified Sports Soccer training program on anthropometry, physical fitness and skilled performance in Special Olympics soccer athletes and non-disabled partners. Research in Developmental Disabilities, 34(1), 695-709.
  • 18. Montesano P., Tafuri D., Esposito A., Gigante F., Salzano E., Viscido G., Mazzeo F. (2013). Conditional abilities in young Special Olympics athletes who practice unified football. Journal of Physical Education and Sport. 13(4), 504-510.
  • 19. Payne GV., Yan JH., Block M. (2010). Human motor development in individuals with and without disabilities. Nova Science Publishers, Inc. 19-20.
  • 20. Chen CC., Ryuh YJ., Fang Q., Lee Y., Kim ML. (2019). The effects of ınclusive soccer program on motor performance and sport skill in young adults with and without ıntellectual disabilities. Journal of Developmental and Physical Disabilities. 31(4), 487-499.
  • 21. Barak S., Oz M., Dagan N., Hutzle Y. (2019). The Game of Life soccer program: Effect on skills, physical fitness and mobility in persons with intellectual disability and autism spectrum disorder. Journal of Applied Research in Intellectual Disabilities. 32(6), 1401-1411.
  • 22. Winnick J., Short FX. (2014). Brockport physical fitness test manual: a health-related assessment for youngsters with disabilities. Human Kinetics.
  • 23. Gerbino GP., Griffin ED., Zurakowski D. (2007). Comparison of standing balance between female collegiate dancers and soccer players. Gait Posture. 26(4), 501-507.
  • 24. Paillard T., Noe F., Riviere T., Marion V., Montoya R., Dupui P. (2006). Postural performance and strategy in the unipedal stance of soccer players at different levels of competition. Journal of Athletic Training. 41(2),172-176.
  • 25. Pant H., Sukumar K., Sharma H., Pandey AK., Goel SN., Roorkee IIT. (2006). Correlation between muscles strength in relation to dorsiflextion, planterflextion, eversion and inversion strength with body balance. Journal of Biomechanics. 39(1), 557.
  • 26. Çalık B., Bas Aslan, U., Aslan Ş., Erel S. (2019). Relationship between balance and coordination and football participation in adolescents with intellectual disability. South African Journal for Research in Sport, Physical Education and Recreation, 41(2), 1-9.
  • 27. Biswas B., Alagesan S. (2019). Impact of Special Olympics football and basketball Practices in unified mode on selected physical fitness components among intellectually disabled mild male athletes. International Journal of Physiology, Nutrition and Physical Education. 4(2), 251-255
  • 28. Pitetti K., Miller RA., Loovis M. (2017). Balance and coordination capacities of male children and adolescents with intellectual disability. Adapted Physical Activity Quarterly. 34(1), 1-18.
  • 29. Szymanska AJ., Mikolajczyk E., Wojtanowski W. (2012). The effect of physical training on static balance in young people with intellectual disability. Research in Developmental Disabilities. 33(2), 675-681.
  • 30. Bhootra AK. (2008). Elite sports and vision. Jaypee Brothers Publishers.
  • 31. Tiu W., Salipot CL., Maquiraya CA., Burkley DM., Castaneda M., Gomez MG. (2012). Effects of a modified football program in improving foot-eye coordination among students with intellectual disability. Educational Research. 3(4), 412-423.
  • 32. Vuijk PJ., Hartman E., Scherder E., Visscher C. (2010). Motor performance of children with mild intellectual disability and borderline intellectual functioning. Journal of Intellectual Disability Research. 54(11), 955-965.
  • 33. Montesano P. (2014). Improvement of the coordination skills in disabled athletes Special Olympics. Journal of Physical Education and Sport. 14(2), 301-305.

THE EFFECT OF BASIC FOOTBALL TRAINING ON MOTORIC AND FOOTBALL GAME SKILLS OF INTELLECTUAL DISABILITIES

Year 2021, Volume 15, Issue 3, 482 - 494, 22.12.2021

Abstract

The aim of this study was to examine the effect of basic football training on motoric and football game skills in students with mild intellectual disabilities. To study participated 22 individuals with mild intellectual disabilities aged 15 to 21, 11 of whom trained in partners and 11 of whom trained non-partners. These students were given football training for 10 weeks, 3 days in a week, 90 minutes a day and pre- and post-test scores were obtained. The football skills of these individuals were determined with an observation form consisting of 7 themes and 25 items. In addition, the fundamental motoric features of the students were determined by means of an observation form consisting of a total of 21 items in three themes: bilateral coordination (7 items), balance (9 items) and force (5 items). Descriptive statistics as well as related measures two-way ANOVA were used in the analysis of the obtained data. As a result of the research, it was observed that as football skill increased, the motor development levels of individuals with mild intellectual disabled increased and it was determined that the motor skills of both groups (with or without a partner) increased at a similar rate with football training.

References

  • 1. Winnick JP., Porretta DL. (2017). Adapted physical education and sport. Sixth Edition. | Champaign, IL: Human Kinetics.
  • 2. Putten VD., Houwen S., Vlaskamp C. (2013). Motor functioning in people with severe or profound intellectual disabilities: A neglected opportunity for research? A systematic review. Round table meeting, SIRG-PIMD - Groningen, Netherlands.
  • 3. Houwen S., Visser L., Putten VD., Vlaskamp C. (2016). The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities. Research in Developmental Disabilities. 53(54), 19-31.
  • 4. Blomqvist S., Olsson J., Wallin L., Wester A., Rehn B. (2013). Adolescents with intellectual disability have reduced postural balance and muscle performance in trunk and lower limbs compared to peers without intellectual disability. Research in Developmental Disabilities. 34(1), 198-206.
  • 5. Westendorp M., Houwen S., Hartman E., Visscher C. (2011). Are gross motor skills and sports participation related in children with intellectual disabilities? Research in developmental Disabilities. 32(3), 1147-1153.
  • 6. Hassan D., Dowling S., McConkey R. (2014). Sport, coaching and ıntellectual disability. Taylor & Francis eBooks. Routledge.
  • 7. DeLany JV., Pendzick MJ. (2009). Working with children and adolescents: a guide for the occupational therapy assistant. Upper Saddle River, NJ: Pearson/Prentice Hall.
  • 8. Savucu Y. (2019). Uyarlanmış beden eğitimi ve spor. İçinde: Çelik Kayapınar F. (editör). Zihinsel yetersizliğe sahip bireyler. 2. Baskı. Ergün Yayınevi. İzmir. 67- 70.
  • 9. Eminovic F., Pacic S., Nikic R., Likic D., Nazarkin JA. (2010). Effects of phase fibrotomy on a range of motion and motor functions. PONS, 7(2), 71–74.
  • 10. Atalay Güzel N., Kafa N. (2016). Engellilerde spor ve sınıflandırma. 1. Baskı. Gazi Kitabevi. Ankara. 163.
  • 11. Pitetti K., Miller, RA., Loovis, EM. (2018). Balance and coordination proficiency of age-matched male and female children and adolescents with intellectual disabilities. Adapted Physical Activity Quarterly, 35(2), 175-195.
  • 12. Chen MD., Tsai HY., Wang CC., Wuang YP. (2015). The effectiveness of racket-sport intervention on visual perception and executive functions in children with mild intellectual disabilities and borderline intellectual functioning. Neuropsychiatric Disease and Treatment, 11, 2287.
  • 13. Yamane T. (2001). Basic sampling methods. Esin, A., Bakir MA, Aydin C., Gurbuzsel E. (Editör). Literatur Publishing. Istanbul.
  • 14. Ural A., Kiliç İ. (2011). Bilimsel araştırma süreci ve SPSS ile veri analizi. Detay Yayıncılık. Ankara.
  • 15. Işık M., Zorba E. (2020). The effects of hemsball on the motor proficiency of students with intellectual disabilities. International Journal of Developmental Disabilities. 66(2), 104-112.
  • 16. Bruininks RH., Bruininks BD. (2005). Bruininks-Oseretsky test of motor proficiency second edition manual (BOT-2). USA: Pearson Clinical Assessment.
  • 17. Baran F., Aktop A., Özer D., Nalbant S., Ağlamış E., Barak S., Hutzler Y. (2013). The effects of a Special Olympics Unified Sports Soccer training program on anthropometry, physical fitness and skilled performance in Special Olympics soccer athletes and non-disabled partners. Research in Developmental Disabilities, 34(1), 695-709.
  • 18. Montesano P., Tafuri D., Esposito A., Gigante F., Salzano E., Viscido G., Mazzeo F. (2013). Conditional abilities in young Special Olympics athletes who practice unified football. Journal of Physical Education and Sport. 13(4), 504-510.
  • 19. Payne GV., Yan JH., Block M. (2010). Human motor development in individuals with and without disabilities. Nova Science Publishers, Inc. 19-20.
  • 20. Chen CC., Ryuh YJ., Fang Q., Lee Y., Kim ML. (2019). The effects of ınclusive soccer program on motor performance and sport skill in young adults with and without ıntellectual disabilities. Journal of Developmental and Physical Disabilities. 31(4), 487-499.
  • 21. Barak S., Oz M., Dagan N., Hutzle Y. (2019). The Game of Life soccer program: Effect on skills, physical fitness and mobility in persons with intellectual disability and autism spectrum disorder. Journal of Applied Research in Intellectual Disabilities. 32(6), 1401-1411.
  • 22. Winnick J., Short FX. (2014). Brockport physical fitness test manual: a health-related assessment for youngsters with disabilities. Human Kinetics.
  • 23. Gerbino GP., Griffin ED., Zurakowski D. (2007). Comparison of standing balance between female collegiate dancers and soccer players. Gait Posture. 26(4), 501-507.
  • 24. Paillard T., Noe F., Riviere T., Marion V., Montoya R., Dupui P. (2006). Postural performance and strategy in the unipedal stance of soccer players at different levels of competition. Journal of Athletic Training. 41(2),172-176.
  • 25. Pant H., Sukumar K., Sharma H., Pandey AK., Goel SN., Roorkee IIT. (2006). Correlation between muscles strength in relation to dorsiflextion, planterflextion, eversion and inversion strength with body balance. Journal of Biomechanics. 39(1), 557.
  • 26. Çalık B., Bas Aslan, U., Aslan Ş., Erel S. (2019). Relationship between balance and coordination and football participation in adolescents with intellectual disability. South African Journal for Research in Sport, Physical Education and Recreation, 41(2), 1-9.
  • 27. Biswas B., Alagesan S. (2019). Impact of Special Olympics football and basketball Practices in unified mode on selected physical fitness components among intellectually disabled mild male athletes. International Journal of Physiology, Nutrition and Physical Education. 4(2), 251-255
  • 28. Pitetti K., Miller RA., Loovis M. (2017). Balance and coordination capacities of male children and adolescents with intellectual disability. Adapted Physical Activity Quarterly. 34(1), 1-18.
  • 29. Szymanska AJ., Mikolajczyk E., Wojtanowski W. (2012). The effect of physical training on static balance in young people with intellectual disability. Research in Developmental Disabilities. 33(2), 675-681.
  • 30. Bhootra AK. (2008). Elite sports and vision. Jaypee Brothers Publishers.
  • 31. Tiu W., Salipot CL., Maquiraya CA., Burkley DM., Castaneda M., Gomez MG. (2012). Effects of a modified football program in improving foot-eye coordination among students with intellectual disability. Educational Research. 3(4), 412-423.
  • 32. Vuijk PJ., Hartman E., Scherder E., Visscher C. (2010). Motor performance of children with mild intellectual disability and borderline intellectual functioning. Journal of Intellectual Disability Research. 54(11), 955-965.
  • 33. Montesano P. (2014). Improvement of the coordination skills in disabled athletes Special Olympics. Journal of Physical Education and Sport. 14(2), 301-305.

Details

Primary Language English
Subjects Sport Sciences
Journal Section Research Article
Authors

Meltem IŞIK AFACAN> (Primary Author)
AYDIN ADNAN MENDERES ÜNİVERSİTESİ
0000-0002-1372-9322
Türkiye


İbrahim KILIÇ>
AFYON KOCATEPE ÜNİVERSİTESİ
0000-0003-0595-8771
Türkiye

Publication Date December 22, 2021
Application Date September 3, 2021
Acceptance Date December 20, 2021
Published in Issue Year 2021, Volume 15, Issue 3

Cite

APA Işık Afacan, M. & Kılıç, İ. (2021). THE EFFECT OF BASIC FOOTBALL TRAINING ON MOTORIC AND FOOTBALL GAME SKILLS OF INTELLECTUAL DISABILITIES . Beden Eğitimi ve Spor Bilimleri Dergisi , 15 (3) , 482-494 . Retrieved from https://dergipark.org.tr/en/pub/bsd/issue/66415/990497

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