Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 1 Sayı: 2, 15 - 23, 25.12.2018
https://doi.org/10.33438/ijdshs.482588

Öz

Kaynakça

  • Altay F, Bulca Y (2006). Rhythm Education and Dance. Sports Publishing House. Ankara.
  • Aral N, Gürsoy F (2007). Introduction to Special Education and Special Education Required Children. Morpa Cultural Publications. Istanbul, 34-37, 155-141.
  • Bayazıt B (2006). The effect of fun athletics training program on psychomotor characteristics in educable mentally handicapped children. Kocaeli University Institute of Health Sciences Ph.D. Thesis (published). Kocaeli.
  • Bağdatlı Ş ve Deliceoğlu G (2014). Identification of Certain Physical Fitness Parameters of Persons with Educable Intellectual Disabilities (Kırıkkale Case). Hacettepe J. of Sport Sciences, 25 (2), 67–78.
  • Bruninks RH (1974). Physical and motor development of retarded persons. (Ed:N.R Ellis) International Review of Research in Mental Retardation, 7; New York.
  • Bruninks R. H, Chvat M (1990). Research on the motor proficiency of persons with mental retardation. Psychomotor therapy and adapted physical activity (Ed: H.V. Coppenolle and J. Simons) In Better Movement Proceeding of the 2nd International Symposium 1990 Belgium
  • Çelik Kayapınar F, Küçük Yetkin M, Soykan A, Çalışkan E (2007). İnvestigate the effects of 12-week dance training on the hand-eye coordination and reaction times of the fifth grade students in primary schools. IV. International Mediterranean Sports Sciences Congress. 9 .11 November 2007. Antalya. 532.
  • Demirci N, Toptaş Demirci P (2016). The Evaluation of Rough and Fine Motor Skills of Disabled Children Having Learning Difficulties.İnönü Universıty, Journal Of Physıcal Educatıon and Sport Scıences, 3(1), 47-57.
  • Demirci N, Toptaş Demirci P (2014). Analysis Of The Attainments Gained By The Students In Need Of Special Education During The Course Of Games And Physical Activities. Inonu Unıversıty, Journal Of Physıcal Educatıon And Sport Scıences, 1(1), 25-34.
  • Demirci N, Toptaş Demirci P, Demirci E (2017). The Effect of School-based Exercise Practices of 9-11 Year Old Girls Students on Obesity and Health-related Quality of Life. Universal Journal of Educational Research, 5(8), 1323-1331
  • Ertürk BB (2010). Mental retardation and physical fitness, Prime Ministry Administration for Disabled People Self-data Journal.
  • Gallahue D, Ozmun JC (1995). Understanding Motor Development: Infants, children, adolescents, adults.
  • Gardner H. (2010). Mind frameworks: Multiple intelligence theory. (E. Kilic, Trans.). Istanbul: Alfa Publications. (Original work edition 1983).
  • Gözaydın G, Bayazıt B, Cantürk M (2007). 13 ;14 years of school age applied in adolescence; the effect of dance, swimming and tennis activities on the social development of the child.IV. International Mediterranean Sports Sciences Congress. 9 .11 November 2007. Antalya. 52.
  • Karacan Ç, Kaba Z, Yenigün Ö, Aydın M, Bayazıt B. (2003).An Investigation of the Changes in Skill Levels Through the Rhythm and Dance Studies of the Inclusion Group and Trainable Mentally Retarded Group by the İstanbul University Journal of Sport Sciences, 132-136.
  • İlhan L (2008). The Effect Of Physical Education Upon The Socialization Levels Of Mentally Handicapped Children. Cilt:16 No:1 Kastamonu Eğitim Dergisi, 315-324.
  • İlhan L, Yılmaz İ (2007). Evaluation of the Effect of Regular Activities on Trained Mentally Handicapped Children. IV. International Mediterranean Sports Sciences Congress. November 9th,2007.
  • İlhan EL, Kırımoğlu H, Tunçel M, Altun M (2015). The Effect Of Special Athletics Training To Self-Care Skills' Level On Mentally Retarded Children. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 16 (3), 145-160.
  • Morgül M (2004). İn universe Rhythm and we “; Cumhuriyet Science and Technology Journal
  • Özkan N (2006). Rhythm Education and Modern Dance. Nobel Publication Ankara
  • Pehlivan Z, Öksüzoğlu P (2007). Problem solving skills of university students dealing with football and dance. IV. International Mediterranean Sports Sciences Congress. 9 .11 November 2007. Antalya. 633
  • Rarick GL, Dobbing DA (1972). Basic Component in the Motor performance of educaple Mentally Retarded Children: Implications for curriculum development. U.S Office of Education, Washington
  • Sinclaire E, Forness S (1983). Classification; Educational issues (Ed:L. Matson) Handbook of Mental Retardation. Pergaman Press, Newyork
  • Sherill C (1998). Leadership Training in Adapted Physical Education. Human Kinetics Books Champaingne, İllinois.
  • Short XF (1995). İndividualized education programs. Adapted Physical Education and Sport. (Ed: J.P. Winnick) Humman Kinetics Books Champaigne, 459 p.İllinois.Referans25 Willgoose EK (1984). The Curriculum in Physical Education. Prentice Hall Inc. Englewood Cliffs, NewJersey.

The Effects of Rhythm and Dance Training on the Levels of Daily Living Activities in Trainable Mentally Handicapped Children

Yıl 2018, Cilt: 1 Sayı: 2, 15 - 23, 25.12.2018
https://doi.org/10.33438/ijdshs.482588

Öz

The aim of this study was to investigate the effects of 8-week rhythm and dance training on the ability of training mentally handicapped children to perform activities of daily living. A total with 32 volunteers mother were interviewed in private rehabilitation centers in Mersin. The study included 32 training mentally handicapped children, including 20 males and 12 females. Rhythm and dance training continued for 8 weeks, 3 days a week, hour a day. This research measures the adequacy of daily living activities in children with disabilities (self-care skills). A 32-point evaluation form was developed by the author to measure this adequacy. The form is scored between 0% and 100 % This research measures the adequacy of daily living activities in children with mental retardation (self-care skills). A 32-matter evaluation form was developed by the author to measure this adequacy. The form is scored between From 0 % to 50 % (Absolutely not do), 50 % to 100 % (Can definitely do) It scales up to 100 with 10 unit intervals. According to findings; Anneler thinks that way of movement, developing rhythm in depth emotionally provides development in our child. It has been reported by the mothers that their children begin to express themselves better and their level of perception improves to keep the names, movements and events in memory better after the rhythm and dance training. After eight weeks of education, the rate of mothers who said that there were positive changes in my child's rough and fine motor skills was quite high. As consequence; it is suggested that the eight-week rhythm and dance education has positive effects on the children's ability to perform their daily activities

Kaynakça

  • Altay F, Bulca Y (2006). Rhythm Education and Dance. Sports Publishing House. Ankara.
  • Aral N, Gürsoy F (2007). Introduction to Special Education and Special Education Required Children. Morpa Cultural Publications. Istanbul, 34-37, 155-141.
  • Bayazıt B (2006). The effect of fun athletics training program on psychomotor characteristics in educable mentally handicapped children. Kocaeli University Institute of Health Sciences Ph.D. Thesis (published). Kocaeli.
  • Bağdatlı Ş ve Deliceoğlu G (2014). Identification of Certain Physical Fitness Parameters of Persons with Educable Intellectual Disabilities (Kırıkkale Case). Hacettepe J. of Sport Sciences, 25 (2), 67–78.
  • Bruninks RH (1974). Physical and motor development of retarded persons. (Ed:N.R Ellis) International Review of Research in Mental Retardation, 7; New York.
  • Bruninks R. H, Chvat M (1990). Research on the motor proficiency of persons with mental retardation. Psychomotor therapy and adapted physical activity (Ed: H.V. Coppenolle and J. Simons) In Better Movement Proceeding of the 2nd International Symposium 1990 Belgium
  • Çelik Kayapınar F, Küçük Yetkin M, Soykan A, Çalışkan E (2007). İnvestigate the effects of 12-week dance training on the hand-eye coordination and reaction times of the fifth grade students in primary schools. IV. International Mediterranean Sports Sciences Congress. 9 .11 November 2007. Antalya. 532.
  • Demirci N, Toptaş Demirci P (2016). The Evaluation of Rough and Fine Motor Skills of Disabled Children Having Learning Difficulties.İnönü Universıty, Journal Of Physıcal Educatıon and Sport Scıences, 3(1), 47-57.
  • Demirci N, Toptaş Demirci P (2014). Analysis Of The Attainments Gained By The Students In Need Of Special Education During The Course Of Games And Physical Activities. Inonu Unıversıty, Journal Of Physıcal Educatıon And Sport Scıences, 1(1), 25-34.
  • Demirci N, Toptaş Demirci P, Demirci E (2017). The Effect of School-based Exercise Practices of 9-11 Year Old Girls Students on Obesity and Health-related Quality of Life. Universal Journal of Educational Research, 5(8), 1323-1331
  • Ertürk BB (2010). Mental retardation and physical fitness, Prime Ministry Administration for Disabled People Self-data Journal.
  • Gallahue D, Ozmun JC (1995). Understanding Motor Development: Infants, children, adolescents, adults.
  • Gardner H. (2010). Mind frameworks: Multiple intelligence theory. (E. Kilic, Trans.). Istanbul: Alfa Publications. (Original work edition 1983).
  • Gözaydın G, Bayazıt B, Cantürk M (2007). 13 ;14 years of school age applied in adolescence; the effect of dance, swimming and tennis activities on the social development of the child.IV. International Mediterranean Sports Sciences Congress. 9 .11 November 2007. Antalya. 52.
  • Karacan Ç, Kaba Z, Yenigün Ö, Aydın M, Bayazıt B. (2003).An Investigation of the Changes in Skill Levels Through the Rhythm and Dance Studies of the Inclusion Group and Trainable Mentally Retarded Group by the İstanbul University Journal of Sport Sciences, 132-136.
  • İlhan L (2008). The Effect Of Physical Education Upon The Socialization Levels Of Mentally Handicapped Children. Cilt:16 No:1 Kastamonu Eğitim Dergisi, 315-324.
  • İlhan L, Yılmaz İ (2007). Evaluation of the Effect of Regular Activities on Trained Mentally Handicapped Children. IV. International Mediterranean Sports Sciences Congress. November 9th,2007.
  • İlhan EL, Kırımoğlu H, Tunçel M, Altun M (2015). The Effect Of Special Athletics Training To Self-Care Skills' Level On Mentally Retarded Children. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 16 (3), 145-160.
  • Morgül M (2004). İn universe Rhythm and we “; Cumhuriyet Science and Technology Journal
  • Özkan N (2006). Rhythm Education and Modern Dance. Nobel Publication Ankara
  • Pehlivan Z, Öksüzoğlu P (2007). Problem solving skills of university students dealing with football and dance. IV. International Mediterranean Sports Sciences Congress. 9 .11 November 2007. Antalya. 633
  • Rarick GL, Dobbing DA (1972). Basic Component in the Motor performance of educaple Mentally Retarded Children: Implications for curriculum development. U.S Office of Education, Washington
  • Sinclaire E, Forness S (1983). Classification; Educational issues (Ed:L. Matson) Handbook of Mental Retardation. Pergaman Press, Newyork
  • Sherill C (1998). Leadership Training in Adapted Physical Education. Human Kinetics Books Champaingne, İllinois.
  • Short XF (1995). İndividualized education programs. Adapted Physical Education and Sport. (Ed: J.P. Winnick) Humman Kinetics Books Champaigne, 459 p.İllinois.Referans25 Willgoose EK (1984). The Curriculum in Physical Education. Prentice Hall Inc. Englewood Cliffs, NewJersey.
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Spor Hekimliği
Bölüm Makaleler
Yazarlar

Erkan Gülgösteren

Pervin Toptaş Demirci

Mehmet Akif Ziyagil

Yayımlanma Tarihi 25 Aralık 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 1 Sayı: 2

Kaynak Göster

APA Gülgösteren, E., Toptaş Demirci, P., & Ziyagil, M. A. (2018). The Effects of Rhythm and Dance Training on the Levels of Daily Living Activities in Trainable Mentally Handicapped Children. International Journal of Disabilities Sports and Health Sciences, 1(2), 15-23. https://doi.org/10.33438/ijdshs.482588
AMA Gülgösteren E, Toptaş Demirci P, Ziyagil MA. The Effects of Rhythm and Dance Training on the Levels of Daily Living Activities in Trainable Mentally Handicapped Children. International Journal of Disabilities Sports and Health Sciences. Aralık 2018;1(2):15-23. doi:10.33438/ijdshs.482588
Chicago Gülgösteren, Erkan, Pervin Toptaş Demirci, ve Mehmet Akif Ziyagil. “The Effects of Rhythm and Dance Training on the Levels of Daily Living Activities in Trainable Mentally Handicapped Children”. International Journal of Disabilities Sports and Health Sciences 1, sy. 2 (Aralık 2018): 15-23. https://doi.org/10.33438/ijdshs.482588.
EndNote Gülgösteren E, Toptaş Demirci P, Ziyagil MA (01 Aralık 2018) The Effects of Rhythm and Dance Training on the Levels of Daily Living Activities in Trainable Mentally Handicapped Children. International Journal of Disabilities Sports and Health Sciences 1 2 15–23.
IEEE E. Gülgösteren, P. Toptaş Demirci, ve M. A. Ziyagil, “The Effects of Rhythm and Dance Training on the Levels of Daily Living Activities in Trainable Mentally Handicapped Children”, International Journal of Disabilities Sports and Health Sciences, c. 1, sy. 2, ss. 15–23, 2018, doi: 10.33438/ijdshs.482588.
ISNAD Gülgösteren, Erkan vd. “The Effects of Rhythm and Dance Training on the Levels of Daily Living Activities in Trainable Mentally Handicapped Children”. International Journal of Disabilities Sports and Health Sciences 1/2 (Aralık 2018), 15-23. https://doi.org/10.33438/ijdshs.482588.
JAMA Gülgösteren E, Toptaş Demirci P, Ziyagil MA. The Effects of Rhythm and Dance Training on the Levels of Daily Living Activities in Trainable Mentally Handicapped Children. International Journal of Disabilities Sports and Health Sciences. 2018;1:15–23.
MLA Gülgösteren, Erkan vd. “The Effects of Rhythm and Dance Training on the Levels of Daily Living Activities in Trainable Mentally Handicapped Children”. International Journal of Disabilities Sports and Health Sciences, c. 1, sy. 2, 2018, ss. 15-23, doi:10.33438/ijdshs.482588.
Vancouver Gülgösteren E, Toptaş Demirci P, Ziyagil MA. The Effects of Rhythm and Dance Training on the Levels of Daily Living Activities in Trainable Mentally Handicapped Children. International Journal of Disabilities Sports and Health Sciences. 2018;1(2):15-23.


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