The purpose of this study is to investigate the effect of physical education based intervention program, aiming to help the development of writing skills of primary school children, on fine motor skill precision and fine motor skill integration. A total of 104 primary school children at grade 1 with at least 2 years of preschool education participated in the study. Children in the experimental group, together with the curriculum studies, did adapted ball control drills three times a week, each 40 minutes, for 10 weeks. Fine motor skill levels of the children were examined with tests of Manual dexterity, Upper limb coordination, Fine motor skill precision and Fine motor skill integration sub-dimensions in the complete form of the Bruininks-Oseretsky test of Motor Proficiency Second Edition (BOT-2). The first measurement was made in the first week of school education, and the last measurements were made after a 10-week intervention period. Data were evaluated by repeated measures analysis of variance and simple effect test. At the end of the intervention, dexterity, upper extremity coordination, fine motor skill sensitivity and fine motor skill integration values improved in the experimental group compared to the control group. This difference between two groups was determined to be statistically significant. As a result, it can be said that physical education based intervention programs for small muscle groups positively affect children's fine motor skills development and thus their interest in writing and schooling.

The aim of this study is to reveal the effect of long term adapted game aided physical education intervention programconducted on an individual with ASD and to conserve the achieved skills. The participant was fourteen years oldduring study and was fifteen years old when research was completed. The study took 15 months in total including 12months of implementation process and 3 months of interval before retention test conducted on the participant. TheShort Form of 2nd version of Bruininks-Oseretsky Motor Proficiency Test (BOT-2 SF) was used as a measuring set.Obtained data were evaluated graphically. According to the obtained data, we determined a development but BOT-2SF started in different periods in 8 sub-dimensions under the title of fine and gross motor skills. When permanencytest was obtained after an interval of 3 months for examined intervention program, it was clear that all skills exceptpower sub-dimension were conserved. There was a decrease in a certain amount only in power sub-dimension. In thelight of all these consequences, we can say that even though it is late, adapted intervention programs conducted onthe individuals with ASD affect motor skill levels positively and it can be said that this development will be effectivein increasing life quality of the individuals with ASD.

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The aim of this study was to determine the effect of adapted basketball exercises on the development of nonverbal communication skills of autistic children. Among the single-subject research models, multiple-polling inter-polling behavior was used. The population of the study consists of children with mild autism spectrum disorder in the special education center in which autistic children are educated in Isparta. The sample of the study was determined by using simple random sampling method for two (2) mildly autistic children of ten (10) years. Written consent was obtained from the parents for the selected children to participate in the study. The aim of the study is to teach selected children the skills of non-verbal communication, to the other person, to shake hands and to shake hands with the other person. The study lasted a total of seventeen (17) weeks, one week of observation and sixteen weeks of application. The same program was applied to both children during the study. The content of the program consists of teaching basic technical skills specific to basketball. These skills include ball holding, right and left hand bouncing, right and left hand dribbling, chest pass, bounce pass, overhead pass and smash techniques. The skills were adapted to the readiness levels of both children. In order to record the data, video camera, entry level data recording form and teaching process data recording forms were used. The data obtained at the end of the application were analyzed by showing on the graph. Since the number of participants was two (2), the data obtained during the seventeen (17) week period were converted to point points in accordance with the scale protocol and converted to line graphs to reveal the change. When the findings of the study were evaluated, it was seen that there were positive changes in the development of non-verbal communication skills of autistic children who extended their hands, squeezed their hands and shook hands with the other person.

The aim of this study is to examine the influence different models of force trainings on balance values.In the research, 30 volunteer participants including 20 experimental (experiment A, experiment B) and 10 control aged between 18-22 have taken part. Volunteer participants partaking in experiment group have been incorporated into different force trainings of 3 days in a week during eight weeks. Training program 4. It has been modified their 1 maximum ranks (1TM) by being identified again at the end of the week. While the participants taking part in Experiment A (n=10) were given classic force training, those taking part in Experiment B (n=10) were given super slow motion force training. The participants in control group have gone on their routine daily lives. Before and after the training period, the values of Star Excursion Balance Test (SEBT) have been recorded. The values of Skewness & Kurtosis have been looked up to retain whether the datum obtained show normal distribution or not. When Repeated Measure ANOVA (Repeated Measure Anova) test was being applied to identify the differences between groups, Simple Effect Test has been implemented to determine the development level in the group. Significance level has been determined as p< 0.05. According to the results of Repeated measures Anova test, even though the significant change has been seen when the differences in the values of left foot star balance test in both experiment group were compared before and after the training period, a statistically significant difference has been determined in the values of right foot star balance test. According to the Simple Effect Test results, while the increase in the classic force training (experiment A) group is meaningless,it has been found that the increase in Super Slow Motion force training (experiment B) group is statistically meaningful. The results obtained show that classic and super slow motion force trainings have contributed to the development of force after the implementation period. Depending on the force gaining, the development in the values of dynamic balance has been seen. However, depending on string out in terms of time of tending to concentric and eccentric muscular contraction in slow motion force trainings, its influence on balance performance has more come into prominence.