top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 15 April 2022

Determining the Physical Fitness of Individuals with Autism in Early and Middle Adolescence Period

Aybike Sultan Akdoğan, Ahmet Uzun

SOBE Vakfı (Turkey), Necmettin Erbakan University (Turkey)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.05.02.471

Pages: 90-101

Keywords: Autism, Physical Fitness, Early Adolescence, Middle Adolescence

Abstract

The aim of this study is to determine the physical fitness levels of individuals with autism by comparing them with individuals in the early and middle adolescence periods with normal development and the needs of the individuals with autism in terms of physical fitness. This study is carried out at the Selçuklu Autism Foundation, which is the largest autism education center in Turkey. It is carried out in this center with autistic individuals aged 10-17 who have received sports training for at least one year, and randomly selected individuals between the ages of 10-17 who do not do sports and show normal development. In this study, the cross-sectional survey model, one of the survey models, is used. The physical fitness levels of individuals with and without autism participating in the research are determined by the Brockport Physical Fitness Test developed by the State University of New York and some motoric test batteries. The t-test for the difference between arithmetic means in independent groups is used. The other measurement is the non-parametric Mann Witney U test. According to the study findings, a high level of significant difference is found between BMI, triceps, calf, right and left hand grip, back strength, trunk lift, long jump and one mile running values in both t-test and Mann-Whitney U results in early and middle adolescence periods. As a result, according to Brockport test values, it shows that all values of individuals with autism are physically behind the individuals with normal development. These results show that individuals with autism are shorter in stature, have higher body weights and have higher BMI values than individuals with normal development.

References

  1. Arıkan, D., Çelebioğlu, A., & Tüfekçi, F. G. (2013). Çocukluk dönemlerinde büyüme ve gelişme. Pediatri Hemşireliği. Akademisyen Tıp Kitabevi, 53-66.

  2. Arslan, E. (2019). Otizm ve spor. Spor bilimler alanında araştırma makaleleri, 105-127

  3. Aslan, H., & Koç, Z. (2018). Ortaokul öğrencilerinin beden imajı ve sosyal kaygı düzeyleri. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 4(3), 65-77.

  4. Awamleh, A., & Woll, A. (2014). The Influence of Physıcal Exercıse on Indıvıduals Wıth Autısm: Is Physıcal Exercıse Able to Help Autıstıc. Journal of Social Sciences, 10(2), 46-50. : https://doi.org/10.3844/jsssp.2014.46.50

  5. Beyoğlu, F. (2017). Sporun otizmli bireyler uzerindeki etkileri. https://www.anneysen.com/makaleler/sporun-otizmli-bireyler-uzerindeki-etkileri_2316

  6. Cerrahoğlu, N., Günar, B.B., & Abanoz, H. (2017). The effects on physıcal fıtness of 4 month physıcal actıvıty program ın autıstıc chıldren. Socıal Scıences Studies Journal, 3(8),1579-1586.

  7. Çiftçi, Ç. (2020). Otizm spektrum bozukluğu olan çocukların antropometrik ölçümlerinin değerlendirilmesi. Adnan Menderes Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 4(3), 203-209. https://doi.org/10.46237/amusbfd.551902

  8. Dewey, D., Cantell, M., & Crawford, S. G. (2007). Motor and gestural performance in children with autism spectrum disorders, developmental coordination disorder, and/or attention deficit hyperactivity disorder. Journal of the International Neuropsychological Society, 13(2), 246-256. https://doi.org/10.1017/S1355617707070270

  9. Edition, F. (2013). Diagnostic and statistical manual of mental disorders. Am Psychiatric Assoc, 21, 591-643

  10. Ekeland, E., Heian, F., & Hagen, K. B. (2005). Can exercise improve self esteem in children and young people? A systematic review of randomised controlled trials. British journal of sports medicine, 39(11), 792-798. http://dx.doi.org/10.1136/bjsm.2004.017707

  11. Erol, S., & Akçın, Ö. Z. (2018). Otizm ve Spor. http://www.acikbeyin.com.tr/otizm-ve-spor/

  12. Erten, R. (2021). Orta Ergenlik Dönemindeki Öğrencilerin Farklı Değişkenler Açısından Beslenme Bilgi Düzeylerinin İncelenmesi. Sportive, 4(2), 107-116. https://doi.org/10.53025/sportive.949805

  13. Filiz. (2004). Rehabilitation and return to sports in children. Acta Orthop Traumatol Turc, 38(1), 151-162.

  14. Görgün, B., & Melekoğlu, M. A. (2016). Otizm Spektrum Bozukluğu (OSB) Olan Bireylerin Fiziksel Aktivitelerine İlişkin Yapılan Çalışmaların Gözden Geçirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17(03), 347-376. https://doi.org/10.21565/ozelegitimdergisi.268559

  15. Green, H., & Tobin, Y. (2009). Prosodic analysis is difficult… but worth it: A study in high functioning autism. International Journal of Speech-Language Pathology, 11(4), 308-315. https://doi.org/10.1080/17549500903003060

  16. Haga, M. (2008). The relationship between physical fitness and motor competence in children. Child: care, health and development, 34(3), 329-334.  https://doi.org/10.1111/j.1365-2214.2008.00814.x

  17. Huettig, C., & Connor, J. O. (1999). Wellness programming for preschoolers with disabilities. Teaching Exceptional Children, 31(3), 12-17.

  18. Janssen, I., & LeBlanc, A. G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International journal of behavioral nutrition and physical activity, 7(1), 1-16.

  19. Kałużna-Czaplińska, J., Socha, E., & Rynkowski, J. (2011). B vitamin supplementation reduces excretion of urinary dicarboxylic acids in autistic children. Nutrition research, 31(7), 497-502. https://doi.org/10.1016/j.nutres.2011.06.002

  20. Kara, E., Beyazoğlu, G., Uysal, E. (2019). The effect of basıc movement traınıng on physıcal fıtness parameters ın chıldren wıth autısm. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, 17(1), 88-102. https://doi.org/10.33689/spormetre.503317

  21. Karaküçük, S. (2012). Otistik Bireylerde Spor Eğitimi ve Rehabiltasyon/Terapatik Rekreasyon. Gazi Kitabevi.

  22. Levinson, L. J., & Reid, G. (1993). The effects of exercise intensity on the stereotypic behaviors of individuals with autism. Adapted physical activity quarterly, 10(3), 255-268.

  23. Lopez-Williams, A., Chacko, A., Wymbs, B. T., Fabiano, G. A., Seymour, K. E., Gnagy, E. M., Chronis, A.M., Burrows-Maclean, William Pelham, J.R., & Morris, T.L. (2005). Athletic performance and social behavior as predictors of peer acceptance in children diagnosed with attention-deficit/hyperactivity disorder. Journal of emotional and Behavioral Disorders 13,(3), 173-180. https://doi.org/10.1177/10634266050130030501

  24. Mackenzie, B. (2005). Performance evaluation tests. Electric World plc, 24(25), 57-158.

  25. Manjiviona, J., & Prior, M. (1995). Comparison of Asperger syndrome and high-functioning autistic children on a test of motor impairment. Journal of autism and developmental disorders, 25(1), 23-39.

  26. Obrusnikova, I., & Miccinello, D. L. (2012). Parent perceptions of factors influencing after-school physical activity of children with autism spectrum disorders. Adapted Physical Activity Quarterly, 29(1), 63-80. https://doi.org/10.1123/apaq.29.1.63

  27. ODFED. (2018). Türkiye de Otizm. http://www.odfed.org/otizm/

  28. Ortega, F. B. (2008). Physical fitness in childhood and adolescence: a powerful marker of health. International journal of obesity, 32(1), 1-11. http://dx.doi.org/10.1038/sj.ijo.0803774

  29. Otizmvakfi. (2021). Tedavi ve Eğitim. https://www.otizmvakfi.org.tr/tedavi-ve-egitim/

  30. Pace, M., & Bricout, V.A. (2015). Low heart rate response of children with autism spectrum disorders in comparison to controls during physical exercise. Physiology & behavior, 141, 63-68. https://doi.org/10.1016/j.physbeh.2015.01.011

  31. Pan, C.-Y. (2011). The efficacy of an aquatic program on physical fitness and aquatic skills in children with and without autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 657-665. https://doi.org/10.1016/j.rasd.2010.08.001

  32. Pan, C.Y., Tsai, C.L., Chu, C.H., Sung, M.C., Ma, W.Y., & Huang, C.Y. (2016). Objectively measured physical activity and health-related physical fitness in secondary school-aged male students with autism spectrum disorders. Physical therapy, 96(4), 511-520. https://doi.org/10.2522/ptj.20140353

  33. Parlaz, E., Tekgül, N., Karademirci, E., & Öngel, K. (2012). Adolescence period: Physical growth, psychological and social development process. Turkish Family Physician, 3(2), 10-16.

  34. Pawlowski, W., & Hamilton, G. (2008 ). Talking to Your Adolescents about STDs, HIV, & Sex. Stages of Adolescent Developmenthttp :// www.proyectoideas.jsi.com/Docs/OCC%20Notes%20Feb.%202008.pdf

  35. Reid, G., & Collier, D. (2002). Motor behavior and the autism spectrum disorders-Introduction. PALAESTRA-MACOMB ILLINOIS-, 18(4), 20-27.

  36. Rimmer, J. H., & Braddock, D. (2002). Health promotion for people with physical, cognitive, and sensory disabilities: An emerging national priority. American Journal of Health Promotion, 16(4), 220-224. https://doi.org/10.4278/0890-1171-16.4.220

  37. Roehr, B. (2013). American psychiatric association explains DSM-5. Bmj, 346. https://doi.org/10.1136/bmj.f3591

  38. Saygın, & Karacabey. (2004). Aerobik egzersizin sağlık ilişkili fiziksel uygunluk özelliklerine etkisi. Fırat Üniversitesi Doğu Araştırmaları Dergisi, 2(2), 1-5.

  39. Saygin, Ö., Polat, Y., & Karacabey, K. (2005). Çocuklarda hareket eğitiminin fiziksel uygunluk özelliklerine etkisi. Fırat Üniversitesi Sağlık Bilimleri Tıp Dergisi, 19(3), 205-212.

  40. Stanish, H., Curtin, C., Must, A., Phillips, S., Maslin, M., & Bandini, L. (2015). Enjoyment, barriers, and beliefs about physical activity in adolescents with and without autism spectrum disorder. Adapted physical activity quarterly, 32(4), 302-317. https://doi.org/10.1123/APAQ.2015-0038

  41. Strong, W. B., Malina, R. M., Blimkie, C. J., Daniels, S. R., Dishman, R. K., Gutin, B.,Albert C., Hergenroeder M.D., Must ,A., Nixon P.A., Pivarnik, J. M., Rowland, T., Trost, S., Trudeau., F. (2005). Evidence based physical activity for school-age youth. The Journal of pediatrics, 146(6), 732-737. https://doi.org/10.1016/j.jpeds.2005.01.055

  42. Şimşek, F. (2017). 10-16 Yaş Grubu Otizmli Çocuklarda Stretching Çalışmalarının Denge Performansı Üzerine Etkisi. İstanbul Gelişim Üniversitesi Sağlık Bilimleri Enstitüsü,

  43. Şipal, M. (1989). Eurofit bedensel yetenek testleri el kitabı. TC Başbakanlık GSGM Dış İlişkiler Dairesi Başkanlığı Yayını, Yayın (78).

  44. T.C.SaǧlıkBakanlıǧı. (2009). Gençlere Yönelik Üreme Saǧlık Hizmetleri Katılımcı Kitabı. Ana Çocuk Sağlığı ve Aile Planlaması Genel Müdürlüğü.

  45. Taner, İ. (2020). Otizm spektrum bozukluğu olan bireylerde spor eğitiminin fiziksel uygunluk, öz bakım, sosyal ve akademik becerilere etkisi. Sakarya University.

  46. Tohumotizm. (2018). Terapi yöntemleri. https://www.tohumotizm.org.tr/otizm/terapi-yontemleri/

  47. Tohumotizm. (2020). Terapi yöntemleri. https://www.tohumotizm.org.tr/otizm/tedavi-yontemleri/terapi-yontemleri/

  48. Turan, S. (2021). Late adolescence: Moral disengagement. Sportive, 4(2), 1-11. https://doi.org/10.53025/sportive.877254

  49. Tyler, K. (2014). Physical activity and physical fitness of school-aged children and youth with autism spectrum disorders. Autism research and treatment, 2014. https://doi.org/10.1155/2014/312163

  50. UNICEF. (2011). The state of the world's children 2011-executive summary: Adolescence an age of opportunity: Unicef.

  51. Uzun, A., Akbulut, A., Erkek, A., Pamuk, Ö., & Bozoğlu, M. S. (2020). Effect of age on speed and agility in early adolescence. International Journal of Applied Exercise Physiology, 9(8), 168-175.

  52. Uzun, A., & Boyalı, E. (2020). Ergenlik Dönemleri ve Spor. Gece Kitaplığı. 123-132

  53. WHO. (2003). Promoting the health of young people in custody. https://www.euro.who.int/__data/assets/pdf_file/0006/99015/e81703.pdf

  54. Winnick, J. P., & Short, F. X. (1999). The Brockport physical fitness test manual: Human Kinetics.

  55. Winnick, J. P., & Short, F. X. (2014). Brockport physical fitness test manual: a health-related assessment for youngsters with disabilities: Human Kinetics.

  56. Yuan, Y. Q., Wang, M. J., Zhang, Q. X., Zhang, Y., Wang, X. L., Hou, X., Zhang, S.H., Liu, Y. (2022). Physical activity levels of children and adolescents with intellectual disabilities in Northern China. Journal of Applied Research in Intellectual Disabilities. https://doi.org/10.1111/jar.12976

  57. Ziyagil, M., Türkmen, M., Sivrikaya, H., Eliöz, M., & Çebi, M. (2010). The relatıonshıp among physıcal and functıonal characterıstıcs of 14 to 17 years old male and female students ın samsun. Spor ve performans araştırmaları dergisi, 1(1), 50-59.

bottom of page