The Effect of Movement Education Studies Applied to Children with Specific Learning Disability on Psychomotor Development

Betül BAYAZIT; Fatih TEZEL; Gökhan ÇAKMAK

Pamukkale Journal of Sport Sciences

Araştırma Makalesi

Yıl 2021, Cilt: 12 Sayı: 1, 29 - 40, 28.04.2021

Betül BAYAZIT Fatih TEZEL Gökhan ÇAKMAK

Öz

Kaynakça

Alpar, R. (2010). Uygulamalı İstatistik ve Geçerlik-Güvenirlik. 1.Baskı. Ankara: Detay Yayıncılık.
Alp, H., & Çamlıyer, H. (2016). Otistik Çocuklarda Görülen Davranış Problemlerinin Düzeltilmesiyle Hareket Eğitimi ve Fiziksel Aktivitelerin İlişkisi. Eğitim ve Öğretim Araştırmaları Dergisi, 5 (2), 252-264.
Aksoy, Ş. G. (2019). Yaşam Boyu Özgül Öğrenme Güçlüğü. İstanbul Kanuni Sultan Süleyman Tıp Dergisi. 11 (ek sayı). 34-39. https://dx.doi.org/10.5222/iksstd.2019.88609.
Amerikan Psychiatric Association (APA). (2013). Diagnostic and Statistical Manual of Mental Disorders: DSM-5. Washington: American Psychiatric Association.
Arabacı N., & Çıtak, Ş. (2017). Okul Öncesi Dönemdeki Çocukların “Oyun” ve “Açık Alan (Bahçe)” Etkinlikleri ile İlgili Görüşlerinin İncelenmesi ve Örnek Bir Bahçe Düzenleme Çalışması. Mediterranean Journal of Education Research, 11 (21), 28-43.
Badau, D. (2017). The Educational Impact of Implementation the Education Through Adventure Discipline in Physical Education and Sports Academic Curriculum. Physical Education of Students, 21, 108-115. https://doi.org/10.15561/20755279.2017.0302.
Büyüköztürk, Ş. (2018). Sosyal Bilimler İçin Veri Analizi El Kitabı İstatistik, Araştırma Deseni, SPSS Uygulamaları ve Yorum. Ankara: Pegem Akademi.
Carmen, P. (2020). Psychomotor Development and Sports Practice in Primary School: Application of APCM Test for Preventive Purposes. Physical Education and Sports Magazine, 20, 2143-2150. https://doi.org/10.7752/jpes.2020.s3288.
Cavioni, V., Grazzani, I., & Ornaghi, V. (2017). Social and Emotional Learning for Children with Learning Disability: Implications for Inclusion. International Journal of Emotional Education, 9 (2), 100-109.
Chordia, S. L., Thandapani, K., & Arunagirinathan, A. (2020). Children at Risk of Developing Specific Learning Disability in Primary Schools. The Indian Journal of Pediatrics, 87, 94-98. https://doi.org/10.1007/s12098-019-03130-z.
Coşkun, R., Altunışık, R., & Yıldırım, E. (2017). Sosyal Bilimlerde Araştırma Yöntemleri. Sakarya: Sakarya Y ayıncılık.
Courtad, C. A., & Bakken, J. P. (2011). History of Learning Disabilities. History of Special Education, 21, 61-87. https://doi.org/10.1108/S0270-4013(2011)0000021007.
Deng, B. (2017). Spark Motor Program to Develop Psychomotor Skills in Learning Disorder Chinese Students. NeuroQuantology, 15 (3), 185-192. https://doi.org/10.14704/nq.2017.15.3.1098.
Deniz, M. E., Yorgancı, Z., & Özyeşil, Z. (2009). Öğrenme Güçlüğü Görülen Çocukların Sürekli Kaygı ve Depresyon Düzeylerinin İncelenmesi Üzerine Bir Araştırma. İlköğretim Online, 8 (3), 694-708.
Demirci, N., & Toptaş Demirci, P. (2016). Özel Öğrenme Güçlüğü Olan Çocukların Kaba ve İnce Motor Becerilerinin Değerlendirilmesi. İnönü Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 3 (1), 47-57.
Doğan, H. (2012). Özel Öğrenme Güçlüğü Riski Taşıyan 5-6 Yaş Çocukları İçin Uygulanan Erken Müdahale Eğitim Programının Etkisinin İncelenmesi. Yayınlanmamış Doktora Tezi. Marmara Üniversitesi Eğitim Bilimleri Enstitüsü.
Fotiadou, E. G., Neofotistou, K. H., Giagazoglou, P. F., & Tsimaras, V. K. (2017). The Effect of A Psychomotor Education Program on the Static Balance of Children with Intellectual Disability. The Journal of Strength and Conditioning Research, 31(6), 1702-1708. https://doi.org/10.1519/JSC.0000000000001612.
Gürbüz, S., & Şahin, F. (2018). Sosyal Bilimlerde Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
Görgün, B., & Melekoğlu, M. A. (2019). Türkiye’de Özel Öğrenme Güçlüğü Alanında Yapılan Çalışmaların İncelenmesi. Sakarya University Journal of Education, 9(1), 83-106. https://doi.org/10.19126/suje.456198.
Heper, E., Koca, C., Ertan, H., Kale, M., Terek, S., Karabudak, E., & Ertan, H. (2012). Spor Bilimleri ile İlgili Kavramlar ve Sporun Tarihsel Gelişimi. H. Ertan (Ed.), Spor Bilimlerine Giriş (pp. 11-22). Eskişehir: Anadolu Üniversitesi Yayınları.
Karasar, N. (2015). Bilimsel Araştırma Yöntemi. Ankara: Nobel Akademik Yayıncılık.
Keskin, B., Hanbay, E., & Kalyoncu, M. (2017). 5-8 Yaş Grubu Otistik Çocuklarda Egzersiz Uygulamalarının Sportif Performans Üzerine Etkileri. İstanbul Üniversitesi Spor Bilimleri Dergisi, 7(2), 50-58.
Koparan, Ş. (2003). Özel İhtiyaçları Olan Çocuklarda Spor. Uludağ Üniversitesi Eğitim Fakültesi Dergisi. 17(1). 153-160.
Krebs, P. (2005). Adapted Physical Education and Sport. Winnick, J. (Ed.), Intellectual Disabilities Human Kinetics. 4th Edition. New York: State University.
Larouche, R., Boyer, C., Tremblay, M.S., & Longmuir, P. (2013). Physical Fitness, Motor Skill, and Physical Activity Relationships in Grade 4 To 6 Children. Applied Physiology, Nutrition, and Metabolism, 39 (5), 553-559. https://doi.org/10.1139/apnm-2013-0371.
Litt, J., Taylor, H.G., Klein, N., & Hack, M. (2005). Learning Disabilities in Children with Very Low Birthweight: Prevalence, Neuropsychological Correlates, and Educational Interventions. Journal of Learning Disabilities, 38 (2):130-41. https://doi.org/10.1177/00222194050380020301.
Miciak, J., & Fletcher, J. M. (2020). The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities. Journal of Learning Disabilities, 53 (5), 343-353. https://doi.org/10.1177/0022219420906801.
Milli Eğitim Bakanlığı (MEB). (2006). Özel Eğitim Hizmetleri Yönetmeliği. 31.05.2006 tarih ve 26184 sayılı Resmî Gazete.
Özmen, R. G. (2010). Özel Eğitime İhtiyacı Olan Öğrenciler ve Özel Eğitim, Öğrenme Güçlüğü Olan Öğrenciler. Ankara: Pegem Yayınevi.
Pullen, P. C., Lane, H. B., Ashworth, K. E., & Lovelace, S. P. (2017). Specific Learning Disabilities. Handbook of Special Education. Second Edition. New York: Taylor & Francis.
Salman, U., Özdemir, S., Salman, A. B., & Özdemir, F. (2016). Özel Öğrenme Güçlüğü ‘Disleksi’. FNG& Bilim Tıp Dergisi, 2 (2), 170-176. https://doi.org/10.5606/fng.btd.2016.031.
Selçuk, R., Tarakçı, D., Taşkıran, H., & Algun, Z. C. (2018). Özel Öğrenme Güçlüğü Olan Çocuklarda Çift Görev Odaklı Denge Egzersizlerinin Denge ve Öğrenme Üzerine Etkisi. Journal of Exercise Therapy and Rehabilitation, 5 (2), 65-73.
Singh, S., Sawani, V., Deokate, M., Panchal, S., Subramanyam, A. A., Shah, H. R., & Kamath, R. M. (2017). Specific Learning Disability: A 5 Year Study From India. International Journal of Contemporary Pediatrics, 4 (3), 863-868. https://dx.doi.org/10.18203/2349-3291.ijcp20171687.
Sönmez, V. (2017). Association of Cognitive, Affective, Psychomotor and Intuitive Domains in Education, Sönmez Model. Universal Journal of Educational Research, 5 (3), 347-356. doi:10.13189/ujer.2017.050307. https://doi.org/10.13189/ujer.2017.050307.
Tekin, H. (1987). Eğitimde Ölçme ve Değerlendirme. Ankara: Meso Yayınevi.
Yavuzer, H. (2005). Çocuğu Tanımak ve Anlamak. İstanbul: Remzi Kitabevi.
Yıldız, E., & Çetin, Z. (2018). Sporun Psikomotor Gelişim ve Sosyal Gelişime Etkisi. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 5(2), 54-66. https://doi.org/10.21020/husbfd.427140.
Yılmaz, A., & Soyer, F. (2018). Effect of Physical Education and Play Applications on School Social Behaviors of Mild-Level Intellectually Disabled Children. Education Sciences, 8(89). https://doi.org/10.3390/educsci8020089.

The Effect of Movement Education Studies Applied to Children with Specific Learning Disability on Psychomotor Development

Yıl 2021, Cilt: 12 Sayı: 1, 29 - 40, 28.04.2021

Betül BAYAZIT Fatih TEZEL Gökhan ÇAKMAK

Öz

Specific learning disability is a condition that causes academic and mental processes, problems in motor development, balance, and coordination. This study was conducted to determine if some psychomotor skills of children with a specific learning disability develop with movement education. The working group consists of a total of twenty-eight children aged 7-14 with specific learning disabilities, who are trained in a private rehabilitation center operating and selected through simple random sampling in Kocaeli. In this research, fourteen experimental groups and fourteen as control groups were determined of the total of twenty-eight students. The data were obtained through observational tests applied before and after the 8- week training program. Experts prepared the observation results in the form of a 5-point Likert and marked the form. SPSS 25.0 was used to analyze the data. The Wilcoxon test was used because the data didn't show a normal distribution, and the research included correlation measurements. As a result of the study, no statistically significant difference was found between the test values of the control group before and after the training (p>.05), but there was a significant difference between the test values before and after the training in the experimental group (p<.05). It is concluded that movement training studies have positive effects on some psychomotor skills.

Anahtar Kelimeler

Specific learning disability, physical activity, psychomotor development, movement training, mental disability

Kaynakça

Alpar, R. (2010). Uygulamalı İstatistik ve Geçerlik-Güvenirlik. 1.Baskı. Ankara: Detay Yayıncılık.
Alp, H., & Çamlıyer, H. (2016). Otistik Çocuklarda Görülen Davranış Problemlerinin Düzeltilmesiyle Hareket Eğitimi ve Fiziksel Aktivitelerin İlişkisi. Eğitim ve Öğretim Araştırmaları Dergisi, 5 (2), 252-264.
Aksoy, Ş. G. (2019). Yaşam Boyu Özgül Öğrenme Güçlüğü. İstanbul Kanuni Sultan Süleyman Tıp Dergisi. 11 (ek sayı). 34-39. https://dx.doi.org/10.5222/iksstd.2019.88609.
Amerikan Psychiatric Association (APA). (2013). Diagnostic and Statistical Manual of Mental Disorders: DSM-5. Washington: American Psychiatric Association.
Arabacı N., & Çıtak, Ş. (2017). Okul Öncesi Dönemdeki Çocukların “Oyun” ve “Açık Alan (Bahçe)” Etkinlikleri ile İlgili Görüşlerinin İncelenmesi ve Örnek Bir Bahçe Düzenleme Çalışması. Mediterranean Journal of Education Research, 11 (21), 28-43.
Badau, D. (2017). The Educational Impact of Implementation the Education Through Adventure Discipline in Physical Education and Sports Academic Curriculum. Physical Education of Students, 21, 108-115. https://doi.org/10.15561/20755279.2017.0302.
Büyüköztürk, Ş. (2018). Sosyal Bilimler İçin Veri Analizi El Kitabı İstatistik, Araştırma Deseni, SPSS Uygulamaları ve Yorum. Ankara: Pegem Akademi.
Carmen, P. (2020). Psychomotor Development and Sports Practice in Primary School: Application of APCM Test for Preventive Purposes. Physical Education and Sports Magazine, 20, 2143-2150. https://doi.org/10.7752/jpes.2020.s3288.
Cavioni, V., Grazzani, I., & Ornaghi, V. (2017). Social and Emotional Learning for Children with Learning Disability: Implications for Inclusion. International Journal of Emotional Education, 9 (2), 100-109.
Chordia, S. L., Thandapani, K., & Arunagirinathan, A. (2020). Children at Risk of Developing Specific Learning Disability in Primary Schools. The Indian Journal of Pediatrics, 87, 94-98. https://doi.org/10.1007/s12098-019-03130-z.
Coşkun, R., Altunışık, R., & Yıldırım, E. (2017). Sosyal Bilimlerde Araştırma Yöntemleri. Sakarya: Sakarya Y ayıncılık.
Courtad, C. A., & Bakken, J. P. (2011). History of Learning Disabilities. History of Special Education, 21, 61-87. https://doi.org/10.1108/S0270-4013(2011)0000021007.
Deng, B. (2017). Spark Motor Program to Develop Psychomotor Skills in Learning Disorder Chinese Students. NeuroQuantology, 15 (3), 185-192. https://doi.org/10.14704/nq.2017.15.3.1098.
Deniz, M. E., Yorgancı, Z., & Özyeşil, Z. (2009). Öğrenme Güçlüğü Görülen Çocukların Sürekli Kaygı ve Depresyon Düzeylerinin İncelenmesi Üzerine Bir Araştırma. İlköğretim Online, 8 (3), 694-708.
Demirci, N., & Toptaş Demirci, P. (2016). Özel Öğrenme Güçlüğü Olan Çocukların Kaba ve İnce Motor Becerilerinin Değerlendirilmesi. İnönü Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 3 (1), 47-57.
Doğan, H. (2012). Özel Öğrenme Güçlüğü Riski Taşıyan 5-6 Yaş Çocukları İçin Uygulanan Erken Müdahale Eğitim Programının Etkisinin İncelenmesi. Yayınlanmamış Doktora Tezi. Marmara Üniversitesi Eğitim Bilimleri Enstitüsü.
Fotiadou, E. G., Neofotistou, K. H., Giagazoglou, P. F., & Tsimaras, V. K. (2017). The Effect of A Psychomotor Education Program on the Static Balance of Children with Intellectual Disability. The Journal of Strength and Conditioning Research, 31(6), 1702-1708. https://doi.org/10.1519/JSC.0000000000001612.
Gürbüz, S., & Şahin, F. (2018). Sosyal Bilimlerde Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
Görgün, B., & Melekoğlu, M. A. (2019). Türkiye’de Özel Öğrenme Güçlüğü Alanında Yapılan Çalışmaların İncelenmesi. Sakarya University Journal of Education, 9(1), 83-106. https://doi.org/10.19126/suje.456198.
Heper, E., Koca, C., Ertan, H., Kale, M., Terek, S., Karabudak, E., & Ertan, H. (2012). Spor Bilimleri ile İlgili Kavramlar ve Sporun Tarihsel Gelişimi. H. Ertan (Ed.), Spor Bilimlerine Giriş (pp. 11-22). Eskişehir: Anadolu Üniversitesi Yayınları.
Karasar, N. (2015). Bilimsel Araştırma Yöntemi. Ankara: Nobel Akademik Yayıncılık.
Keskin, B., Hanbay, E., & Kalyoncu, M. (2017). 5-8 Yaş Grubu Otistik Çocuklarda Egzersiz Uygulamalarının Sportif Performans Üzerine Etkileri. İstanbul Üniversitesi Spor Bilimleri Dergisi, 7(2), 50-58.
Koparan, Ş. (2003). Özel İhtiyaçları Olan Çocuklarda Spor. Uludağ Üniversitesi Eğitim Fakültesi Dergisi. 17(1). 153-160.
Krebs, P. (2005). Adapted Physical Education and Sport. Winnick, J. (Ed.), Intellectual Disabilities Human Kinetics. 4th Edition. New York: State University.
Larouche, R., Boyer, C., Tremblay, M.S., & Longmuir, P. (2013). Physical Fitness, Motor Skill, and Physical Activity Relationships in Grade 4 To 6 Children. Applied Physiology, Nutrition, and Metabolism, 39 (5), 553-559. https://doi.org/10.1139/apnm-2013-0371.
Litt, J., Taylor, H.G., Klein, N., & Hack, M. (2005). Learning Disabilities in Children with Very Low Birthweight: Prevalence, Neuropsychological Correlates, and Educational Interventions. Journal of Learning Disabilities, 38 (2):130-41. https://doi.org/10.1177/00222194050380020301.
Miciak, J., & Fletcher, J. M. (2020). The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities. Journal of Learning Disabilities, 53 (5), 343-353. https://doi.org/10.1177/0022219420906801.
Milli Eğitim Bakanlığı (MEB). (2006). Özel Eğitim Hizmetleri Yönetmeliği. 31.05.2006 tarih ve 26184 sayılı Resmî Gazete.
Özmen, R. G. (2010). Özel Eğitime İhtiyacı Olan Öğrenciler ve Özel Eğitim, Öğrenme Güçlüğü Olan Öğrenciler. Ankara: Pegem Yayınevi.
Pullen, P. C., Lane, H. B., Ashworth, K. E., & Lovelace, S. P. (2017). Specific Learning Disabilities. Handbook of Special Education. Second Edition. New York: Taylor & Francis.
Salman, U., Özdemir, S., Salman, A. B., & Özdemir, F. (2016). Özel Öğrenme Güçlüğü ‘Disleksi’. FNG& Bilim Tıp Dergisi, 2 (2), 170-176. https://doi.org/10.5606/fng.btd.2016.031.
Selçuk, R., Tarakçı, D., Taşkıran, H., & Algun, Z. C. (2018). Özel Öğrenme Güçlüğü Olan Çocuklarda Çift Görev Odaklı Denge Egzersizlerinin Denge ve Öğrenme Üzerine Etkisi. Journal of Exercise Therapy and Rehabilitation, 5 (2), 65-73.
Singh, S., Sawani, V., Deokate, M., Panchal, S., Subramanyam, A. A., Shah, H. R., & Kamath, R. M. (2017). Specific Learning Disability: A 5 Year Study From India. International Journal of Contemporary Pediatrics, 4 (3), 863-868. https://dx.doi.org/10.18203/2349-3291.ijcp20171687.
Sönmez, V. (2017). Association of Cognitive, Affective, Psychomotor and Intuitive Domains in Education, Sönmez Model. Universal Journal of Educational Research, 5 (3), 347-356. doi:10.13189/ujer.2017.050307. https://doi.org/10.13189/ujer.2017.050307.
Tekin, H. (1987). Eğitimde Ölçme ve Değerlendirme. Ankara: Meso Yayınevi.
Yavuzer, H. (2005). Çocuğu Tanımak ve Anlamak. İstanbul: Remzi Kitabevi.
Yıldız, E., & Çetin, Z. (2018). Sporun Psikomotor Gelişim ve Sosyal Gelişime Etkisi. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 5(2), 54-66. https://doi.org/10.21020/husbfd.427140.
Yılmaz, A., & Soyer, F. (2018). Effect of Physical Education and Play Applications on School Social Behaviors of Mild-Level Intellectually Disabled Children. Education Sciences, 8(89). https://doi.org/10.3390/educsci8020089.

Ayrıntılar

Birincil Dil	İngilizce
Konular	Spor Hekimliği
Bölüm	Social & Behavioral Sciences
Yazarlar	Betül BAYAZIT KOCAELİ ÜNİVERSİTESİ, SPOR BİLİMLERİ FAKÜLTESİ 0000-0003-3547-2035 Türkiye Fatih TEZEL KOCAELİ ÜNİVERSİTESİ, SAĞLIK BİLİMLERİ ENSTİTÜSÜ, SPOR BİLİMLERİ (DR) 0000-0002-8790-5077 Türkiye Gökhan ÇAKMAK KOCAELİ ÜNİVERSİTESİ, SPOR BİLİMLERİ FAKÜLTESİ 0000-0003-2307-8444 Türkiye
Yayımlanma Tarihi	28 Nisan 2021
Kabul Tarihi	20 Nisan 2021
Yayınlandığı Sayı	Yıl 2021 Cilt: 12 Sayı: 1

Kaynak Göster

APA	Bayazıt, B. , Tezel, F. & Çakmak, G. (2021). The Effect of Movement Education Studies Applied to Children with Specific Learning Disability on Psychomotor Development . Pamukkale Journal of Sport Sciences , 12 (1) , 29-40 . Retrieved from https://dergipark.org.tr/tr/pub/psbd/issue/62066/751426

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