The Effect of an Adapted Physical Education Program on Intellectual Disability Students towards their Physical and Social/Emotional Fitness: NCRH Yaounde

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dc.creatorMenang, Magdaline Binue
dc.creatorDohbobga, Macias Nwana Dinga
dc.creatorChu, Ambei Moses
dc.creatorNgwa, Ephraim Shu
dc.creatorDobgima, John Fonmboh
dc.date2023-07-12
dc.date.accessioned2023-08-20T07:42:04Z
dc.date.available2023-08-20T07:42:04Z
dc.descriptionThe purpose of this study is to evaluate the effect of an adapted physical education program on intellectual disability students towards their physical and social/emotional fitness. 27 females and 31 males took part in a 24-week adapted program which included fitness activities like endurance, speed, strength and an interview guide for emotional fitness. Data was collected after each 6 weeks using some conventional tests. 15 parents underwent an interview to evaluate the progress of their children on social/emotional fitness. Inferentially, one-way analysis of variance was used to analyse the data. Results obtained were as follows: The difference between the VO2max of the 27 female subjects was significantly different since the probability of the F-test was less than 0.05 and equal to 20.49. Equally, the difference between the VO2max of the 31 male subjects test was significantly different since the probability of the F-test is less than 0.05 and equal to 7.39. As concerns the broad jump, the difference in the broad jump of the 31 male subjects was significantly different since the probability of the F-test is less than 0.05 and equal to 7.60. The performances of the 30 m dash for the male subjects was significantly different (p≤0.05) for each subject over the test period with 22.42 as F value. This was similar to that of the female participants. For social/emotional fitness, the chi-square statistics for independence test was 50 which is significantly higher than a=0.005 indicating a statistically significant relationship between the tested concepts and the outcome, justifying a cause and effect impact and not out of chance. From the results above, it can be concluded that the adapted physical education program applied on the intellectual disability children had an impact on their physical and social/emotional fitness.en-US
dc.formatapplication/pdf
dc.identifierhttps://mjssh.academicjournal.io/index.php/mjssh/article/view/691
dc.identifier.urihttp://dspace.umsida.ac.id/handle/123456789/7443
dc.languageeng
dc.publisherAcademic Journal Incorporationsen-US
dc.relationhttps://mjssh.academicjournal.io/index.php/mjssh/article/view/691/608
dc.sourceModern Journal of Social Sciences and Humanities; Vol. 18 (2023): Modern Journal of Social Sciences and Humanities; 78-90en-US
dc.source2795-4846
dc.subjectPhysical education programen-US
dc.subjectphysical fitnessen-US
dc.subjectSocial/Emotional fitness intellectual disabilityen-US
dc.titleThe Effect of an Adapted Physical Education Program on Intellectual Disability Students towards their Physical and Social/Emotional Fitness: NCRH Yaoundeen-US
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typePeer-reviewed Articleen-US
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