Examining the Effect of 8-Week Educational Games on Gross Motor Skills in Children with Autism
Abstract
Families with autistic children expect their children to be self-sufficient and to play games like normal children. However, it appears that there are few initiatives and scientific research in our nation that would emphasize the importance of physical activity-based educational games in order to overcome this problem. The study's goal was to look at the impact of educational games on the development of gross muscular motor skills in people with autism. The study comprised 11 boys aged 10 to 12 who had never previously engaged in an educational game program on a regular basis. Measurements were gathered from the participants twice: once before the 8-week instructional gaming program and once after it ended. The control group received no instructional game software. The SPSS package application was used to perform statistical analysis on the data. There was a significant difference between the experimental group's pre-test and post-test results in hand grip, medicine ball throwing, speed, flexibility, sit-up, and balance (p<0.05). As a result, at the end of eight weeks, the educational game program based on physical activity and exercise had a positive influence on the gross motor abilities of children with autism. It may be recommended in this regard to further extend and promote educational game programs, as well as to include educational games in the education programs of children with autism.
Keywords
Supporting Institution
Tübitak
Project Number
1919B012204668
Ethical Statement
Bu çalışma TÜBİTAK 2209-A Üniversite Öğrencileri Araştırma Projeleri Destekleme Programı tarafından desteklenmiştir.
Thanks
Projeye verdiği destekten dolayı TÜBİTAK' a teşekkür ederiz.
References
- Akin, S., And Alp, H. (2019). Effect of adapted game-aided physical education program on the motor skills of children with autism spectrum disorders: longitudinal case study. Journal of Curriculum and Teaching, 8(3), 63-72. [CrossRef]
- Alp, H., And Çamlıyer, H. (2018). Monitoring the progress of autistic children with behavioral problems, who were given movement training and physical activity programs, one year later. Academic View, The Journal of Social Sciences, (63), 1-13.
- American Psychiatric Association (APA), DSM-5 Task Force. (2013). Diagnostic and statistical manual of mental disorders: DSM-5™ (5th ed.). American Psychiatric Publishing, Inc. [CrossRef]
- Aydemir, I., Bayansalduz, M., And Yanar, S. (2020). Theeffect of movementeducation on thephysical and socialdevelopment of a child withautism. Acta Scientiae et Intellectus, 6(2), 81-90.
- Aynacıyan, N. (2020). The Effect of Educational Game Activities Applied to Children on Their Physical and Motoric Characteristics, Master's Thesis, Istanbul Gedik University, Health Sciences Institute, Istanbul.
- Baptista, F., And Janz, K. F. (2012). Physical activity in growth and development. Physical Activity and Public Health Practice, 250, 111. [CrossRef]
- Çıplak, M.E., Yamaner, F., And İmamoğlu, O. (2020). Comparison of Speed, Strength and Flexibility Values in Athlete Training Center Wrestlers According to Age Levels, Niğde Omer Halisdemir University Physical Education and Sport Sciences Journal, 14(1), 84-94.
- Deforche, B., Lefevre J, De BL., Hills, A.P, Duquet, W., And Bouckaert, J. (2003). Physical fitness and physical activity in obese and nonobese Flemishyouth. Obes Res, 11: 434-41. [PubMed]
- Derer, A. (2018). Examination of physical activity, motor competence and social skill levels in children with autism (Master's thesis). Pamukkale University, Institute of Health Sciences, Denizli.
- Elaltunkara, C. (2017). The effect of 16 weeks of sports training on basic motor skills in children with autism (Master's Thesis). Bartın University, Institute of Educational Sciences, Bartın.