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- MakaleAçık Erişim2025A Cooperative Physical Activity Intervention to Improve Physical Activity Level and Social Skills of Preschool Children with Autism Spectrum Disorder
Töman, Ufuk; Yarimkaya, Erkan; Aydemir, Uğur
The aim of this study was to evaluate the effects of cooperative physical activities on the physical activity level and social skills of preschool children with autism spectrum disorder. This study used the explanatory mixed-method design consisting of quantitative and qualitative stages. A total of 24 preschool children (12 children with autism spectrum disorder and 12 typically developing children) participated in the study. Children were randomly assigned to an experimental group (child with autism spectrum disorder n = 6; typically developing child n = 6) and a control group(child with autism spectrum disorder n = 6; typically developing child n = 6). Children in the experimental group participated in cooperative physical activities for 6 weeks. The cooperative physical activities consisted of stages such as a general warm-up, a child with autism spectrum disorder and a typically developing child forming a group, group task completion, and a general cool-down. Data were collected using the Personal Information Form, Leisure Time Exercise Questionnaire, Social Skills Assessment Scale and Semi-Structured Interview Form. After cooperative physical activities, a significant increase was observed in the physical activity level (F = 15.163, p < .05, Ƞ² = .603) and social skills (F = 10.213, p < .05, Ƞ² = .505) of the children with autism spectrum disorder in the experimental group. Parents reported that cooperative physical activities were a useful intervention to improve the physical activity level and social skills of children with autism spectrum disorder.
AtıfTR Dizin1
İncele - MakaleAçık Erişim2025Down Sendromu Olan Çocukların Fiziksel Aktivite Düzeyleri ile Aile Yaşam Kaliteleri Arasındaki İlişkinin İncelenmesi
Töman, Ufuk; Yarimkaya, Erkan; Aydemir, Uğur; Şenlik, Zeynel Abidin; Demir, Mehmet
Bu araştırmanın amacı, down sendromu olan çocukların fiziksel aktivite düzeyleri ile aile yaşam kaliteleri arasındaki ilişkinin incelenmesidir. Araştırma, nicel araştırma yöntemlerinden ilişkisel tarama modelinde tasarlanmıştır. Araştırmaya Adıyaman ilinde ikamet eden ve down sendromu olan çocuğa sahip 60 ebeveyn (anne: 44, baba: 16) katılmıştır. Araştırmada veri toplama aracı olarak "Serbest Zaman Egzersiz Anketi" ve "Beach Center Aile Yaşam Kalitesi Ölçeği" kullanılmıştır. Verilerin analizinde basit doğrusal regresyon analizinden yararlanılmıştır. Araştırma sonuçları, down sendromu olan çocukların fiziksel aktivite düzeyinin aile yaşam kalitesi geneli ile aile yaşam kalitesi alt boyutları olan ebeveynlik, duygusal yeterlik, fiziksel/finansal/materyal yeterliği ve yetersizliğe ilişkin desteğin anlamlı bir yordayıcısı olduğunu göstermiştir. Buna karşın, down sendromu olan çocukların fiziksel aktivite düzeyi ile aile yaşam kalitesi alt boyutu olan aile etkileşimi arasında yordayıcı bir ilişki olmadığı belirlenmiştir. Bu sonuçlar bağlamında, down sendromu olan çocukların aile yaşam kalitelerini ve aile yaşam kalitelerinin önemli bir bileşeni olan aile etkileşimini geliştirmek için ailenin diğer üyelerinin de katılımının sağlandığı fiziksel aktivitelerin düzenlenmesi önerilmektedir.
AtıfOpenAlex1TR Dizin1İncele - MakaleAçık Erişim2025Scopus SJRQ3Perceived social support and school engagement in sports science students: The moderated mediation of school alienation and social media addiction
Esentürk, Oğuz Kaan; Seçer, Emrah; Yarimkaya, Erkan; İlhan, Ekrem Levent
Introduction and Purpose: This study investigated how sports science university students perceive social support (PSS), its influence on their academic engagement, and the mechanisms that mediate this relationship. Methodology: A total of 466 students (316 males, 150 females) from the Faculty of Sports Sciences participated in the study, which used a relational screening model. Data were collected using the Multidimensional Perceived Social Support Scale, the University Students School Engagement Scale, the School Alienation Scale, and the Social Media Addiction Scale. The measurement model was validated through confirmatory factor analysis, followed by correlation testing and regression analysis using the Bootstrap method to evaluate the study's hypotheses. Results: The analysis identified a positive correlation between PSS and school engagement (SE) (r = 0.45, p < 0.001). In contrast, PSS showed negative correlations with both school alienation (SA) (r =-0.209, p < 0.01) and social media addiction (SMA) (r = −0.113, p < 0.01) (Hypothesis I). Regression analysis using the Bootstrap method revealed a significant indirect effect of PSS on SE via SA (Hypothesis II) [β = 0.181, p < 0.001, 95% Confıdence Interval (CI) = (0.003, 0.039)]. Additionally, SMA moderated the indirect effect of PSS on SE via SA (Hypothesis III) [Situational mediator index = −0.018, Boot SE = 0.001, Boot 95% CI = (−0.003, −0.0001)]. The indirect effect was stronger for individuals with low SMA [Indirect effect = 0.034, Boot SE = 0.182, Boot 95% CI = (0.007, 0.078)] compared to those with high SMA [Indirect effect = 0.018, Boot SE = 0.009, Boot 95% CI = (0.005, 0.0416)]. Conclusion: The findings support all three hypotheses in the study's theoretical framework, confirming the proposed relationships and underlying mechanisms.
AtıfScopus1
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