It is to determine the perception of the gifted students who participate to "Science and Art Center" about "Physical Education Course" and "Physical Education Teachers" via metaphors. The working group of the research consists of 48 students who participate Science and Art Center in 2014-2015 school years. Among the purposive sampling methods, criterion sampling method is used in choosing the working group. In the research, among the qualitative research approaches, phenomenological design is used. The data is gathered by semi-structured metaphor form and gathered data have been subjected to content analysis. It was seen that, toward the physical education, they described it in a way that includes positive qualifications as a good lecture, a mean of freedom, a source of life, an educating activity, a competition area and a natural event. It was determined that generally the students' perception towards physical education teachers are positive and they are described as a mentor, compassionate, fun, capable, knowing, hard-working and strong. It can be said that the students see the physical education more as a mean to have fun, to have great time and to move freely. The physical education teacher is also described as a mentor, compassionate and fun person.
The purpose of the research is to investigate the effects of adapted physical activity applied on intellectual disability students toward level of emotional adjustment, self-managing and the socialization. The study was designed as pretest-posttest experimental model. Intellectual disab 12 students from 5th and 6th grade who continue their education at the public school in Esenyurt district of İstanbul in 2015-2016 academic year spring semester. Adapted physical activity program was applied the students for 2 days 1 hour per week for 12 week. Hacettepe Emotional Adjustment Scale, Self-Managing and Socialization which of subheading AAMD Adaptive Behavior Scala were used to collect data. Pretest-posttest descriptive analysis was and Wilcoxon Test was used in dependent comparisons. The results showed that decline in students' pretestposttest mean scores of neurotic problems and behavior problems was seen according to mothers and the school counselor of the students. An increase was observed in pretest-posttest mean scores of selfmanaging and socialization on behalf of the posttest. According to data from mother and school counselor, significant differences were determined between pretest-posttest on behalf of the posttest in neurotic and behavior problems which of subheading Emotional Adjustment Scale, selfmanaging and socialization which of subheading AAMD Adaptive Behavior Scala. Adapted physical activity applied on intellectual disability students affected positively level of emotional adjustment; self-managing and the socialization were seen. Additionally students' socialization scores increased and emotional adjustment problems decreased were observed.
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