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The Effect of 14-Week Inclusive Physical Activity Program on Attitudes in Primary School Students

Year 2019, Volume: 9 Issue: 1, 1 - 4, 01.06.2019

Abstract

DOI

10.5152/rss.2019.0003


The aim of this research is to investigate
the effect of 14-week Inclusive Physical Activity (IPA) program on the
attitudes of primary school students with typical development (TD) toward peers
with disabilities. Analysis was conducted on a total of 38 students with TD,
including 23 girls (age: 9.47±0.510) and 15 boys (age: 9.6±0.507). Prior
approval was obtained from the families of all participants. The students
participated in IPA program that was scheduled for 14 weeks, 1 day a week for
75 minutes. Attitudes were measured using the Adjective Checklist and a
friendship activity scale (FAS) before and after the 14-week BUFA program.
Wilcoxon test was employed to investigate the statistically significant
difference between FAS and scores obtained from the Adjective Checklist of the
students with TD post the 14-week BUFA program. Additionally, the Mann–Whitney
U test was conducted to determine whether there was a statistically significant
difference between the attitudes of boys and girls. As a result, it was
established that there is a statistically significant positive change in the
attitudes of primary school students with TD through participation in IPA
program (p<.05). On the contrary, when the effect of gender on attitudes was
examined, no statistically significant difference was observed in the attitude
changes of male and female students (p>0.05).



As a result; It was found that there was a
positive change in the attitude of the peers who participated in IPA
environment towards children with special needs. 


Cite this article as: Sansi A, Güleç İ,
Nalbant S. The Effect of 14-Week Inclusive Physical Activity Program on
Attitudes in Primary School Students. Research in Sports Science 2019; 9(1);
1-4.

References

  • Campos, M. J., Ferreira, J. P., Block, M. E. (2014). Influence of an awareness program on Portuguese middle and high school students’ perceptions of peers with disabilities. Psychological Reports, 115(3), 897-912. Diken, İ. H., Sucuoğlu, B. (1998). Sınıfında zihin engelli çocuk bulunan ve bulunmayan sınıf öğretmenlerinin zihin engelli çocukların kaynaştırılmasına yönelik tutumlarının karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 2(03). Evans, A. B., Bright, J. L., Brown, L. J. (2015). Non-disabled secondary school children’s lived experiences of a wheelchair basketball programme delivered in the East of England. Sport, Education and Society, 20(6), 741-761. Liu, Y., Kudláček, M., Ješina, O. (2010). The influence of Paralympic School Day on children’s attitudes towards people with disabilities. Acta Gymnica, 40(2), 63-69. 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. Nalbant, S., Aktop, A., Özer, D., Hutzler, Y. (2011). Validity and reliability of a Turkish version of the Friendship Activity Scale. European Journal of Special Needs Education, 26(4), 523-530. Aktop, A., Özer, D., Hutzler, Y. (2011). Validity and reliability of a Turkish version of the Friendship Activity Scale. European Journal of Special Needs Education, 26(4), 523-530. Reina, R., López, V., Jiménez, M., García-Calvo, T., Hutzler, Y. (2011). Effects of awareness interventions on children›s attitudes toward peers with a visual impairment. International Journal of Rehabilitation Research, 34(3), 243-248. Sezer, F. (2012). Engelli bireylere karşı olumlu tutum geliştirmeye yönelik önleyici rehberlik çalışması; deneysel bir uygulama. Education Sciences, 7(1), 16-26. Siperstein, G. N. (1980). Instruments for measuring children’s attitudes toward the handicapped. University of Massachusetts. Tindall, D. (2013). Creating disability awareness through sport: exploring the participation, attitudes and perceptions of post-primary female students in Ireland. Irish Educational Studies, 32(4), 457-475. TÜİK., (2002), http://www.tuik.gov.tr/PreTablo.do?alt_id=1017, Erişim tarihi: 09.02.2018 Ünal V., Yıldız M. (2017) üniversite gençliğinin engellilere yönelik tutumlarının incelenmesi: Sivas örneği” “International Journal of Social Science Number: 57 , p. 341-358. Xafopoulos, G., Kudláček, M., Evaggelinou, C. (2009). Effect of the intervention program “Paralympic School Day” on attitudes of children attending international school towards inclusion of students with disabilities. Acta Universitatis Palackianae Olomucensis. Gymnica, 39(4), 63-71.

14 Haftalık Bütünleşik Fiziksel Aktivite Programının İlköğretim Öğrencilerinin Tutumları Üzerine Etkisi

Year 2019, Volume: 9 Issue: 1, 1 - 4, 01.06.2019

Abstract

DOI

10.5152/rss.2019.0003


Bu araştırmanın amacı, 14 haftalık bütünleşik
fiziksel aktivite (BUFA) programının normal gelişim gösteren (NGG) ilköğretim öğrencilerinin
özel gereksinimli akranlarına yönelik tutumlarına etkisinin araştırılmasıdır.
Çalışmaya 23 kız (yaş: 9,47±,510) ve 15 erkek (yaş: 9,6±,507) olmak üzere
toplam NGG 38 öğrenci katılmıştır. Aileleri tarafından onayı olan öğrenciler 14
hafta süre ile haftada 1 gün, günde 75 dakika süresince kendi yaş grubundaki
özel gereksinimli akranları ile birlikte BUFA programına katılmıştır. Katılımcıların
tutum düzeyleri 14 haftalık BUFA programı öncesinde ve sonrasında uygulanan
Arkadaşlık Aktivite Ölçeği (AAÖ) ve Sıfat Kontrol Listesi (SKL)  ile test edilmiştir. 14 haftalık BUFA programı
sonrasında ilköğretim öğrencilerinin AAÖ ile SKL’den elde ettikleri puanlar
arasındaki istatistiki anlamlı farklılık Wilcoxon testi ile NGG kız ve
erkeklerin tutumları arasındaki farklılık ise Mann-Whitney U testi ile incelenmiştir.
Sonuç olarak BUFA programına katılım yolu ile NGG ilköğretim öğrencilerinin
özel gereksinimli akranlarına yönelik tutumlarında istatistiksel olarak anlamlı
düzeyde olumlu değişim olduğu belirlenmiştir (p<,05). Diğer taraftan NGG
ilköğretim öğrencilerinde cinsiyetin tutumlar üzerindeki etkisi incelendiğinde
kız ve erkek öğrenciler arasında istatistiksel olarak anlamlı bir fark bulunmamıştır
(p>,05). 



Sonuç olarak; BUFA’ya katılan normal gelişim
gösteren öğrencilerin özel gereksinimli akranlarına yönelik tutumlarında olumlu
değişim olduğu belirlendi.


Cite this article as: Sansi A, Güleç İ,
Nalbant S. The Effect of 14-Week Inclusive Physical Activity Program on
Attitudes in Primary School Students. Research in Sports Science 2019; 9(1);
1-4.

References

  • Campos, M. J., Ferreira, J. P., Block, M. E. (2014). Influence of an awareness program on Portuguese middle and high school students’ perceptions of peers with disabilities. Psychological Reports, 115(3), 897-912. Diken, İ. H., Sucuoğlu, B. (1998). Sınıfında zihin engelli çocuk bulunan ve bulunmayan sınıf öğretmenlerinin zihin engelli çocukların kaynaştırılmasına yönelik tutumlarının karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 2(03). Evans, A. B., Bright, J. L., Brown, L. J. (2015). Non-disabled secondary school children’s lived experiences of a wheelchair basketball programme delivered in the East of England. Sport, Education and Society, 20(6), 741-761. Liu, Y., Kudláček, M., Ješina, O. (2010). The influence of Paralympic School Day on children’s attitudes towards people with disabilities. Acta Gymnica, 40(2), 63-69. 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. Nalbant, S., Aktop, A., Özer, D., Hutzler, Y. (2011). Validity and reliability of a Turkish version of the Friendship Activity Scale. European Journal of Special Needs Education, 26(4), 523-530. Aktop, A., Özer, D., Hutzler, Y. (2011). Validity and reliability of a Turkish version of the Friendship Activity Scale. European Journal of Special Needs Education, 26(4), 523-530. Reina, R., López, V., Jiménez, M., García-Calvo, T., Hutzler, Y. (2011). Effects of awareness interventions on children›s attitudes toward peers with a visual impairment. International Journal of Rehabilitation Research, 34(3), 243-248. Sezer, F. (2012). Engelli bireylere karşı olumlu tutum geliştirmeye yönelik önleyici rehberlik çalışması; deneysel bir uygulama. Education Sciences, 7(1), 16-26. Siperstein, G. N. (1980). Instruments for measuring children’s attitudes toward the handicapped. University of Massachusetts. Tindall, D. (2013). Creating disability awareness through sport: exploring the participation, attitudes and perceptions of post-primary female students in Ireland. Irish Educational Studies, 32(4), 457-475. TÜİK., (2002), http://www.tuik.gov.tr/PreTablo.do?alt_id=1017, Erişim tarihi: 09.02.2018 Ünal V., Yıldız M. (2017) üniversite gençliğinin engellilere yönelik tutumlarının incelenmesi: Sivas örneği” “International Journal of Social Science Number: 57 , p. 341-358. Xafopoulos, G., Kudláček, M., Evaggelinou, C. (2009). Effect of the intervention program “Paralympic School Day” on attitudes of children attending international school towards inclusion of students with disabilities. Acta Universitatis Palackianae Olomucensis. Gymnica, 39(4), 63-71.
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Details

Primary Language English
Subjects Sports Medicine
Journal Section Original Article
Authors

Ahmet Sansi

İsmail Güleç This is me

Sibel Nalbant This is me

Publication Date June 1, 2019
Published in Issue Year 2019 Volume: 9 Issue: 1

Cite

APA Sansi, A., Güleç, İ., & Nalbant, S. (2019). The Effect of 14-Week Inclusive Physical Activity Program on Attitudes in Primary School Students. Research in Sports Science, 9(1), 1-4.
AMA Sansi A, Güleç İ, Nalbant S. The Effect of 14-Week Inclusive Physical Activity Program on Attitudes in Primary School Students. Research in Sports Science. June 2019;9(1):1-4.
Chicago Sansi, Ahmet, İsmail Güleç, and Sibel Nalbant. “The Effect of 14-Week Inclusive Physical Activity Program on Attitudes in Primary School Students”. Research in Sports Science 9, no. 1 (June 2019): 1-4.
EndNote Sansi A, Güleç İ, Nalbant S (June 1, 2019) The Effect of 14-Week Inclusive Physical Activity Program on Attitudes in Primary School Students. Research in Sports Science 9 1 1–4.
IEEE A. Sansi, İ. Güleç, and S. Nalbant, “The Effect of 14-Week Inclusive Physical Activity Program on Attitudes in Primary School Students”, Research in Sports Science, vol. 9, no. 1, pp. 1–4, 2019.
ISNAD Sansi, Ahmet et al. “The Effect of 14-Week Inclusive Physical Activity Program on Attitudes in Primary School Students”. Research in Sports Science 9/1 (June 2019), 1-4.
JAMA Sansi A, Güleç İ, Nalbant S. The Effect of 14-Week Inclusive Physical Activity Program on Attitudes in Primary School Students. Research in Sports Science. 2019;9:1–4.
MLA Sansi, Ahmet et al. “The Effect of 14-Week Inclusive Physical Activity Program on Attitudes in Primary School Students”. Research in Sports Science, vol. 9, no. 1, 2019, pp. 1-4.
Vancouver Sansi A, Güleç İ, Nalbant S. The Effect of 14-Week Inclusive Physical Activity Program on Attitudes in Primary School Students. Research in Sports Science. 2019;9(1):1-4.