In hearing-impaired children, the opportunities for sportive activities from early chıldhood period are important for the development of physical and social skills. The purpose of this study was to determine the level of aggressiveness in hearing impaired athletes who perform individual and team sports. The sample of the research was consisted 109 hearingimpaired athletes participating in Hearing Impaired Basketball (n= 64) and Taekwondo (n=45) players Turkey Championship in 2016. A five-point Likert type Buss-Perry aggression scale was used as the data collection technique in the study. In the analysis of the data obtained in the study, descriptive statistics as well as independent t test and pearson correlation analysis were used. According to the results of this research; It was found that the level of aggression of hearing-impaired basketball players is higher than taekwondo players. It was also found that there was a negative correlation between age and aggression levels. As a result; It has been found that the levels of hostility subscales and general aggression levels of hearing impaired team sports athletes are higher than individual sports athletes. Özetİşitme engelli çocuklarda, erken dönemden itibaren süren sportif etkinlik olanakları fiziksel ve sosyal becerilerin gelişmesi açısından önemli görülmektedir. Bu araştırmanın amacı, bireysel ve takım sporu yapan işitme engelli sporcuların, saldırganlık düzeylerinin belirlenmesidir. Araştırmanın örneklemini, 2016 yılında İşitme Engelliler Basketbol (n= 64) ve Taekwondo (n= 45) Türkiye Şampiyonasına katılan toplam 109 işitme engelli sporcu oluşturmaktadır. Araştırmada veri toplama tekniği olarak, 5'li likert tipi Buss-Perry saldırganlık ölçeği kullanılmıştır. Çalışmada elde edilen verilerin analizinde tanımlayıcı istatistiklerin yanı sıra, independent t testi ve pearson korelasyon analizi kullanılmıştır. Bu araştırmanın sonuçlarına göre; işitme engelli basketbol oynayanların saldırganlık düzeyinin taekwondo sporu yapanlardan daha yüksek olduğu tespit edilmiştir. Ayrıca yaş ile saldırganlık düzeyi arasında negatif yönlü anlamlı ilişki olduğu tespit edilmiştir. Sonuç olarak; işitme engelli basketbolcuların düşmanlık alt ölçek ortalamaları ile genel saldırganlık düzeylerinin taekwondoculara nazaran daha yüksek olduğu tespit edilmiştir.
In this study, which was designed in pre-test – post-test and experimental-control model, it was aimed to determine the effect of hemsball shooting techniques on fine motor proficiency and manual dexterity in hearing-impaired children between the age range of 7-11. The study group was composed of 26 children (13 for the experimental group + 13 for the control group) aged between 7-11 years old with hearing loss above 56 dB and having no second impairment and sports background. The children in the experimental group were subjected to a training program to improve their fine motor skills and manual dexterity for three days a week, one hour each day throughout 10 weeks, which involved hemsball shooting techniques. Fine motor proficiency and manual dexterity of hearing-impaired children were measured by the three sub-tests (fine motor precision, fine motor integration, manual dexterity) of Bruiniks-Oseretsky Test of Motor Proficiency (BOT-2). In the research, the group experiment-control and measurements (pre-test – post-test) were compared with independent samples t-test and paired samples t-test. As a result of the study, it was revealed that hemsball shooting techniques had a significant effect on the fine motor proficiency levels of hearing-impaired children, including fine motor precision, fine motor integration, and manual dexterity. Furthermore, it was determined that the effect of hemsball shooting techniques on motor proficiency did not differ significantly according to gender and that the application performed had positive effects on both girls and boys.
Introduction: In this study the objective was to determine the effects of the complex exercises in hemsball on the attention and coordinative skills among adolescents with hearing loss.Method: 20 hearing-impaired students were divided into two groups as experimental and control. A training program consisting of the complex exercises in hemsball was applied to adolescents with hearing loss for one hour, three days per week, for a period of 10 weeks. Bourdon Attention Test, Simple Reaction Time Test and balance test of Bruininks-Oseretsky Motor Profiency (BOT-2) motor competence sub-items and Alternate Hand Wall Toss Test for hand-eye coordination measurements were utilized for data collection. In the analysis of the data, descriptive statistics and two factor analysis of variance for repeated measures were used for the difference between pre-test and post-test average values for each group.Findings: While significant effect of complex exercises in hemsball on attention, hand-eye coordination, balance and reaction test (dominant hand) was observed in the experimental group, no significant difference was noted in the mean values of the reaction test (non-dominant hand). Discussion: It is especially important to develop and promote exercise programs tailored to the needs of adolescents with hearing loss with attention and coordination issues. Conclusion:The complex hemsball exercises indicated in this study should be considered as an alternative game for adolescent with hearing loss in terms of attention, focus and concentration, hand-eye-foot coordination, balance and reaction time.
In this research, it is aimed to compare the problem-solving skills of students who play sports and non-sports by identifying the problem-solving skills of high school students. In total, 200 students were sampled in this study. 100 of them do not play sports at all and 100 of them playsports in one sports branch in at least one of four dıfferent hıgh schools in Afyonkarahisar. In the selection of the students, stratified sampling method was used in order to represent the students of every class. As data collection form, which was developed by Heppner and Petersen (1982) and whose validity and reliability studies were carried out by Şahin N.H., Şahin N. and Heppner (1993) and which included 32 items were used. For the data analysis; descriptive statistics, one-way ANOVA, repeated measures ANOVA and pearson correlation coefficients were employed. As a result of the research, it was determined that general problem solving skills of the students were moderate. While it was determined that the problem solving skills of the students who did sports were higher than those who did not do sports (p <0.05), it was found that the students who are doing sports are higher than those who do not sports in hasty, evaluative, safe and planned approach. However, the overall problem solving skills of the individual sports students were found to be higher than those of the team sports students (p<0,01). In addition, the students' problem-solving skills differ significantly from the classroom and sports branch group (p<0,05). The results of this research show that it positively affects problem-solving skills and thus there is a need to steer students to play sports and support them in accordance with students skills. ÖzetBu araştırmada, lise öğrencilerinin problem çözme becerilerini belirleyerek, spor yapan ve yapmayan öğrencilerin problem çözme becerilerinin karşılaştırılması amaçlanmıştır. Araştırmanın örneklem grubunu Afyonkarahisar il merkezindeki dört lisede öğrenim gören ve 100’ü spor yapmayan, 100’ü de en az bir spor dalında faaliyet gösteren öğrenciler olmak üzere toplam 200 lise öğrencisi oluşturmaktadır. Öğrencilerin seçiminde her sınıftan öğrencinin temsil edilmesi bakımından tabakalı örnekleme yöntemi kullanılmıştır. Veri toplama yöntemi olarak, Heppner ve Peterson (1982) tarafından geliştirilen ve Şahin N.H., Şahin N. ve Heppner (1993) tarafından geçerlik ve güvenirlik çalışmaları gerçekleştirilen ve 32 maddeyi içeren Problem Çözme Envanteri kullanılmıştır. Verilerin analizinde; tanımlayıcı istatistik, tek yönlü varyans analizi, tekrarlı ölçümlerde varyans analizi ve pearson korelasyon katsayısı kullanılmıştır. Araştırma sonucunda, öğrencilerin genel problem çözme becerilerinin orta düzeyde olduğu saptanmıştır. Spor yapan öğrencilerde problem çözme becerilerinin spor yapmayanlara göre daha yüksek olduğu saptanırken (p<0.05) spor yapan öğrencilerin aceleci, değerlendirici, güvenli ve planlı yaklaşımda spor yapmayanlara göre daha yüksek olduğu tespit edilmiştir. Bununla birlikte, bireysel spor yapan öğrencilerin genel problem çözme becerileri takım sporu yapan öğrencilere göre daha yüksek bulunmuştur (p<0,01). Ayrıca, öğrencilerin problem çözme becerileri eğitim gördüğü sınıf ve spor branşı grubuna göre anlamlı farklılık göstermektedir (p<0,05). Bu araştırma sonuçlarının ilgili kişi, kurum ve kuruluş tarafından önemle dikkate alınarak öğrencilerin yetenek ve istekleri doğrultusunda spora yönlendirilmeleri ve desteklenmeleri önerilmektedir.
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