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EJSSE
Eurasian Journal of Sport Sciences and Education
Avrasya Spor Bilimleri ve Eğitim Dergisi
Vol: 5, Issue: 2, 2023
E-ISSN: 2717-8455
URL: http://www.dergipark.org.tr/ejsse
The Effect of Adapted Physical Activities on an Individual with Special Need’s
Turn-Taking Skills
Bekir Erhan ORHAN
*
1, Aydın KARAÇAM1, Arif ÇETİN2
1Istanbul Aydın University, Faculty of Sport Science, Istanbul, T ürkiye.
2Marmara University, Faculty of Sports Sciences, Istanbul, Türkiye.
Original Article
DOI:10.47778/ejsse.1343423
Received: 15.08.2023
Accepted: 29.09.2023
Online Published: 30.09.2023
Abstract
This study adopts a qualitative approach and uses a case study design to examine the potential benefits of Adapted Physical
Activities (APA) in improving turn-taking skills in children diagnosed with Autism Spectrum Disorder (ASD). A 12-year-old
female participant with moderate intellectual disability participated in a 12-week APA training program. Researchers conducted
one-hour interviews with his family and three teachers to gain in-depth information about his experiences and perceptions.
Interview data transcribed with participants' consent showed that APA contributed to a potential improvement in skills vital to
social and academic abilities, including turn-taking and waiting. As a result, the findings obtained from this study showed that APA
positively contributes to taking turns and waiting, which are of great importance in interpersonal interaction, especially in terms of
communication rhythms and mutual exchanges. In this context, educators can enhance the quality of life for individuals with special
needs in educational settings through UFA.
Keywords: Adaptive physical activity, Turn-taking skills, Autism spectrum disorder
*
Corresponding Author: Bekir Erhan ORHAN, E-mail: bekirerhanorhan@aydin.edu.tr
Orhan, B.E., Karaçam, A., & Çetin, A. (2023). The effect of adapted physical activities on an individual with
special need’s turn-taking skills. Eurasian Journal of Sport Sciences and Education, 5(2), 381-396.
382
INTRODUCTION
Social skills are determinative in fostering positive interpersonal relationships, allowing
individuals to establish effective social interactions and avoid unacceptable behaviours. Examples
of Social Skills include helping, initiating relationships, requesting help, giving compliments, and
using expressions like “please” or “thank you”. The acquisition of these skills usually occurs
through observing others, trial and error, and guidance from experienced individuals and requires
a continual learning process (Gresham & Elliot, 1990).
Social skills denote a series of verbal and non-verbal abilities used for interpersonal interaction
and communication. These skills are crucial for establishing and maintaining positive relationships
and adjusting to the environment. Acquiring social skills is generally shaped by experiences gained
from interactions with parents, family members, teachers, friends, and the general community.
Exhibiting acceptable social behaviours aids an individual's acceptance within society.
Furthermore, having well-developed social skills supports individuals with special needs to
establish healthy and positive peer relationships, succeed in school, and explore adult roles (such
as worker, coworker, family member, and community member).
Typically, children exhibiting typical developmental patterns acquire social skills during their
maturation, whereas children with exceptional needs tend to exhibit comparatively slower
advancement in this domain. Social skills deficiency in children with special needs often results
from cognitive impairments and a lack of opportunities and education. Teachers, parents, and
family members should support these children in practising and enhancing social skills, providing
opportunities for their application. This support and practice will increase children's social
interactions and participation, aiding them to become active community members. Social skills
training is a significant need for individuals with complex special needs (Liber et al., 2008; Zanolli
et al., 1996).
Students with special needs may struggle to interact with their peers, showing normal
development. These students are generally at risk of social skills deficiency (Greenspan &
Granfield, 1992; Harrell & Kamps, 1997; Monchy et al., 2004; Scheepstra et al., 1999). This often
results from a lack of capacity to learn the necessary social skills or the exhibition of adverse
behaviours that hinder relationship building. Social skills lead to difficulties establishing social
relationships, resulting in students with less or lower-quality social experiences needing more
social skills (King et al., 1997; Spence et al., 1999).
For instance, many children have been found to struggle with waiting, sharing, and turn-taking
skills (Vygotsky, 1978). It has been observed that children with autism struggle with taking turns
and do not understand the importance of turn-taking in games or rule-based activities (Razhiyah,
2008). This is also true for children with Attention Deficit Hyperactivity Disorder (ADHD), who
may act impulsively without thinking, causing them to transition from one activity to another and
Orhan, B.E., Karaçam, A., & Çetin, A. (2023). The effect of adapted physical activities on an individual with
special need’s turn-taking skills. Eurasian Journal of Sport Sciences and Education, 5(2), 381-396.
383
unable to wait for their turn (Barkley, 2015). Teaching and appropriately applying this skill allows
children to meet their basic human needs and actively participate in classroom and community
activities (DeLuzio & Girolametto, 2011). In this context, children with learning difficulties need
help not only with immediate attention but also understanding, responding, and taking turns during
a conversation (Brown et al., 2008).
Turn-taking is essential to social skills and plays a significant role in children's communication
development. As children acquire the skill of turn-taking, they understand the basic rhythm of
communication and mutual exchanges among people. Turn-taking is an essential skill that children
need to develop to participate in effective social communication. Children who lack this skill may
interrupt the speaker or fail to listen effectively. Children who struggle with taking turns in social
settings may also struggle to form friendships in the classroom. In this context, this study aims to
examine the changes in the turn-taking skill of a 12-year-old individual diagnosed with "Autism
Spectrum Disorder (ASD)" through adapted physical activities (APA).
METHODS
Research Model
Turn-taking is essential to social skills and plays a significant role in children's communication.
This qualitative study adopts a case study design to understand and elucidate individuals'
perceptions, experiences, and perspectives by implementing a detailed and in-depth data collection
process (Patton, 2023). The most distinctive feature of a case study is that it performs a thorough
analysis by focusing on a particular phenomenon, case, individual, or group (Yin, 2014). The
research focuses on determining the changes in the Turn-taking skills of a girl with ASD who
participated in adaptive physical activity training for 12 weeks, with two sessions per week, each
lasting 60 minutes.
The research process used qualitative methodology and a semi-structured interview technique.
This technique, which allows participants to express their experiences and meanings, has been
preferred for a more in-depth understanding (Braun & Clarke, 2013). The interviews focused on
the participation of individuals with ASD in APA activities (e.g., sports, physical games, and
exercises) and the impact of these activities on their Turn-taking skills.
Research Group
This study aims to test the thesis that physical activity may help improve the Turn-taking skills of
individuals with ASD (Bremer et al., 2015). Participants' thoughts on the effects of APA on the
Turn-taking skills of these activities were also collected. A mother, a father, and three different
teachers and interviews were involved in the study. Each interview was conducted in an
Orhan, B.E., Karaçam, A., & Çetin, A. (2023). The effect of adapted physical activities on an individual with
special need’s turn-taking skills. Eurasian Journal of Sport Sciences and Education, 5(2), 381-396.
384
environment comfortable for the participant and lasted about an hour. Interviews were recorded
with the participant's consent and were later transcribed.
The child participating in the research is a 12-year-old child selected using a purposive sampling
method diagnosed with ASD. The collected data were analyzed using the thematic analysis method
(Liamputtong, 2009). This process starts with identified themes and continues with identifying
new themes (Merriam, 2015). The participating child attended a 12-week adaptive physical
activity program with two sessions per week, each lasting 60 minutes.
Table 1. Demographic information and characteristics of a child diagnosed with ASD
Information
Details
Age
12
Gender
Girl
Disability Percentage
50%
Disability Type
Autism Spectrum Disorder
Behavioural Characteristics
Difficulty in social interaction, repetitive behaviours,
focus and attention problems
Communication Skills
Advanced vocabulary but struggles in reciprocal
conversations
Physical Skills
Delay in motor skills, balance problems
Turn-taking skills
Difficulty in taking a turn
Table 1 provides demographic information and characteristics of a 12-year-old child diagnosed
with ASD. Among the child's behavioural features are difficulties in social interaction, repetitive
behaviours, and problems with focus and attention. These are characteristic traits associated with
ASD, often impacting education, social interaction, and life skills. The child's communication
skills have also been highlighted: Despite having an advanced vocabulary, the child struggles with
reciprocal conversations. This suggests that while the child faces various difficulties in language
and communication skills, there are also areas of strength.
In the context of physical skills, it has been noted that the child experiences a delay in motor skills
and has balance problems. These observations indicate potential challenges the child might face
regarding physical activities and applying specific skills. Lastly, it is noted that the child
experiences difficulty with taking turn skills. This aligns with the everyday struggle individuals
with ASD face in learning social skills and rules of social interaction. Taking turns requires
discipline, patience, and social interaction skills, suggesting this child needs support.
Table 2. Demographic characteristics and years of experience of participants
Participant's Role
Age
Relationship with Child
Years of Experience (for Teachers)
Mother
43
Mother
-
Father
45
Father
-
Physical Education Teacher
30
Teacher
8 years
Special Education Teacher
35
Teacher
13 years
Art Teacher
32
Teacher
10 years
Orhan, B.E., Karaçam, A., & Çetin, A. (2023). The effect of adapted physical activities on an individual with
special need’s turn-taking skills. Eurasian Journal of Sport Sciences and Education, 5(2), 381-396.
385
Table 2 presents the study participants' demographic characteristics and years of experience. The
study involved a mother, a father, and three different teachers. The ages of the mother and father
are 43 and 45, respectively. The Physical Education Teacher is 30 years old and has eight years of
teaching experience. The Special Education Teacher is 35 years old with 13 years of teaching
experience, while the Art Teacher is 32 years old with 10 years of teaching experience.
The participants' years of experience and ages may influence the quality and accuracy of their
observations and assessments. In particular, the teachers' years of experience can significantly
affect their ability to evaluate the impact of adapted physical activities. The teachers' experiences
can enhance their ability to interpret and evaluate practices. Furthermore, the participation of the
mother and father also provides an assessment from a family perspective. Compared to the
teachers' views, this offers a more comprehensive and diversified perspective on the effects of
adapted physical activities. On the other hand, this table also displays each teacher's relationship
with the child, another factor affecting their observations and interpretations. Because of their
direct interactions with students, educators may be best positioned to observe changes in a student's
behaviours and skills.
Ethical Approval
All subjects gave informed consent for inclusion before participating in the study. The Declaration
of Helsinki conducted the study, and the protocol was approved by the Ethics Committee of
Istanbul Aydın University no. 2022/22 from 22.08.2022
Data Collection Tools
During the research process, the child and participants' demographic information and parent views
on the impact of APA on the child were collected through a qualitative interview. This interview
uses open-ended questions to identify experiences, knowledge, attitudes, and emotions (Fraenkel
et al., 2012; Hatch, 2002; Patton, 2023).
Collection of Data
Data for this study was collected through semi-structured interviews with each participant. Each
interview session ranged in duration between 45 minutes and 1 hour. This allowed ample time to
delve into the experiences and perceptions of the participants, ensuring a comprehensive
understanding of their interactions with APA and the subsequent influence on their turn-taking
abilities. The extended duration of the interviews also allowed participants to articulate their
thoughts, feelings, and experiences in detail, offering richer insights for the study.
Analysis of Data
In this qualitative research study, semi-structured interviews were employed to explore the
experiences of individuals with ASD as they engaged in APA. The primary objective was to
discern how these activities influenced their turn-taking abilities. Following data collection, the
Orhan, B.E., Karaçam, A., & Çetin, A. (2023). The effect of adapted physical activities on an individual with
special need’s turn-taking skills. Eurasian Journal of Sport Sciences and Education, 5(2), 381-396.
386
thematic analysis approach was adopted for interpretation, as delineated by Braun & Clarke
(2006). The initial step involved transcribing each interview verbatim, after which the
transcriptions were reviewed multiple times to grasp the narratives' depth and nuances.
The analysis began by generating initial codes highlighting salient features across the dataset.
These preliminary codes served as indicators of emerging patterns, subsequently grouped to form
potential themes. An exhaustive cross-reference of these tentative themes against the entire dataset
ensured their authenticity and relevance. Specific themes were merged, bifurcated, or discarded
throughout this iterative process to align more closely with the data's narrative. Upon finalization
of the themes, each was further refined to ensure precision and clarity in its representation. In the
resulting report, findings were meticulously tied back to the foundational research question,
grounding them within existing literature and the study's theoretical framework. Direct quotes
from participants were integrated to bolster and illustrate the identified themes.
RESULTS
Table 3. APA program, observations of the educator providing APA training, and the child's progress
Week
Activity 1 - Observations and
Progress
Activity 2 - Observations and
Progress
Behavioural Problems and
Situations
1
Running and Stretching: The
student needed help understanding
the new program and activities on
the first day. However, this did not
dampen their energy and
enthusiasm.
Ball Dribbling: On the second day,
we observed some progress in our
dribbling activity.
The child was observed to
have difficulty adhering to
classroom rules.
2
Jumping and Bouncing: The
student's natural energy and
enthusiasm came to the forefront
with jumping and bouncing
activities.
Team Games: It took a little time for
them to adapt to team games.
However, with time and patient
work, they understood the
importance of cooperation and
progressed in this area.
They also needed help
participating in team tasks
and group activities.
3
Balanced Walking: The balanced
walking activity enhanced the
student's attention and
concentration skills.
Ball Throwing: We achieved
impressive success in our work on
the ball-throwing activity.
Weaknesses in their attention,
concentration and focus on a
particular topic became
apparent.
4
Rope Skipping: Rope skipping was
challenging for the student initially.
However, they did not give up and
made significant progress over
time.
Ball Dribbling: We continued to
work on ball dribbling activity and
further developed their skills in this
area.
They faced challenges
learning new skills.
5
Fun Course: The student
participated in the fun course
activity with great joy and energy.
Team Games: Progress in team
games and the ability to cooperate
also improved their interactions with
other participants and developed
their social skills.
They struggled in situations
that required a particular
order and discipline in the
classroom, especially lining
up and waiting their turn.
Orhan, B.E., Karaçam, A., & Çetin, A. (2023). The effect of adapted physical activities on an individual with
special need’s turn-taking skills. Eurasian Journal of Sport Sciences and Education, 5(2), 381-396.
387
Table 3 (Continued). APA program, observations of the educator providing APA training, and the child's
progress
Week
Activity 1 - Observations and
Progress
Activity 2 - Observations and
Progress
Behavioural Problems and
Situations
6
Running and Stretching: The
student efficiently carried out
stretching and running activities.
Jumping and Bouncing: Our work on
the jumping and bouncing activity
improved their physical skills.
Their short attention span
and easy boredom
negatively affected their
efficiency in activities.
7
Ball Throwing: The student's skill
and abilities in ball-throwing
activity developed over time.
Balanced Walking: We focused on
improving attention and focus skills
in the balanced walking activity.
They continued to struggle
with waiting their turn.
8
Rope Skipping: The student's rope-
skipping ability improved further
with continuous practice.
Fun Course: They exhibited an
energetic and joyful performance in
the fun course.
They still had difficulties
acquiring new skills and
developing these skills.
9
Ball Dribbling: Ball dribbling was
another area where the student
consistently improved.
Running and Stretching: We achieved
significant success in our work on
stretching and running activities.
They lost emotional control
during activities where their
energy was high.
10
Team Games: Team games
provided another opportunity to
develop the student's cooperation
skills.
Jumping and Bouncing: The progress
in the jumping and bouncing activity
helped improve their physical abilities
and coordination.
-
11
Balanced Walking: Work continued
to improve the student's attention
and concentration skills in balanced
walking activity.
Rope Skipping: In our work on the
rope skipping skill, we further
improved their coordination and
attention skills.
-
12
Fun Course: Lastly, the student
exhibited an energetic and enjoyable
performance in the fun course.
Ball Throwing and Team Games:
Their progress in ball throwing and
team games was quite noticeable
throughout the last week.
-
Throughout the 12-week APA program, we can observe significant overall progress made by the
child. The initial weeks were marked by difficulties understanding new activities and adapting to
teamwork. However, this did not curtail the child's energy and enthusiasm. The child has
demonstrated marked enthusiasm and skill in energetic activities, such as jumping and hopping.
In addition, the child has made significant strides over time in activities that require focus and
coordination, such as balance walking and skipping rope.
However, we also observed various behavioural challenges the child experienced throughout the
program. These include adhering to rules within the classroom, dealing with situations requiring a
particular order and discipline, difficulties concentrating and focusing on a particular topic,
challenges in learning new skills and losing emotional control during high-energy activities. These
behavioural challenges could have influenced the child's overall progress in the program. Toward
the end of the program, we can observe the child attaining more excellent skills and experience in
various areas. Notably, progress in activities such as team games and ball throwing has contributed
to developing the child's social and physical abilities.
Orhan, B.E., Karaçam, A., & Çetin, A. (2023). The effect of adapted physical activities on an individual with
special need’s turn-taking skills. Eurasian Journal of Sport Sciences and Education, 5(2), 381-396.
388
In conclusion, this program has generally enhanced the child's physical and social skills, proving
beneficial for the child's education and overall development. However, the behavioural challenges
experienced throughout the program should be considered for future programs and training.
Overcoming such challenges and fostering the child's development in this area may necessitate
additional support and interventions.
Table 4. Evaluation of APA’s turn-taking skills of the individual with ASD from changes in the child’s
turn-taking skills, causes of the changes, and impact of APA
Participant's
Name and
Position
Changes in The Child's Turn-
taking skills
Causes of the Changes
Impact of Adapted Physical
Activities
Physical
Education
Teacher
"The student's Turn-taking skills
have noticeably improved. The
student, who previously had
difficulty understanding and
implementing this process, can
now take their turn in a more
disciplined and orderly manner.
This has increased student
interaction with their
environment and overall sense of
discipline."
This change is a direct result of the
APA we implemented. These
activities improved the student's
physical coordination and
perceptual abilities and increased
their ability to adhere to a particular
order and discipline."
"The APA had a very positive
impact on the student. It increased
the student's self-confidence and
improved their ability to act
disciplined. In addition, such
activities improved the student's
overall physical health and
endurance."
Special Education
Teacher
"The student's ability to queue
has shown significant progress.
The student, who previously
struggled to wait their turn and
participate in activities, can now
wait their turn and join the
activity more successfully and
harmoniously."
"These changes are seen as a direct
result of the APA implemented.
These activities provided a suitable
environment for the student to learn
how to queue and wait."
"The APA noticeably improved
the student's Taking Turns skill.
Moreover, these activities
strengthened students' self-control
and increased their self-
confidence."
Art Teacher
"There is a noticeable
improvement in the student's
Turn-taking skills. The student,
who previously exhibited a hasty
and careless attitude, has become
more conscious. They can
patiently wait their turn and
interact better with other students
during this period."
"I attribute this positive change in
my student to the APA we
implemented. These activities
improved my student Turn-taking
skills and increased their social
interaction abilities.”
"Physical activities significantly
enhanced the student's self-control
and social interaction abilities.
These activities helped students
improve their Turn-taking skills
and become more careful and
patient."
Father
"My daughter can now wait her
turn more patiently and
organized. She used to be a child
who quickly got bored and lost
focus, but now she has become
more patient and orderly.”
“I attribute this positive change in
my daughter to the adapted physical
activities we implemented. These
activities improved my son's Turn-
taking skills and helped him act
more orderly and organized."
“Physical activities significantly
increased my daughter's patience
and organizational skills. These
activities helped my son improve
his Turn-taking skills and become
more patient and organized."
Mother
"I noticed a significant
improvement in my child's Turn-
taking skills. They previously
needed help understanding and
practising taking turns and
waiting. However, now they can
wait their turn, and I see they
understand this situation better."
"I associate this improvement in my
child with the adapted physical
activities we implemented. Through
these activities, my child improved
their taking turns skill and increased
their understanding."
"APA had a positive impact on
my child. They improved their
Turn-taking skills and increased
their understanding ability. In
addition, these activities
positively affected my child's
overall physical development."
Orhan, B.E., Karaçam, A., & Çetin, A. (2023). The effect of adapted physical activities on an individual with
special need’s turn-taking skills. Eurasian Journal of Sport Sciences and Education, 5(2), 381-396.
389
Table 5. Evaluation of APA’s turn-taking skills of the individual with ASD from social and academic impacts,
continuation of APA and suggestions or additions
Participant's
Name and
Position
Social and Academic Impacts
Continuation of Adapted
Physical Activities
Suggestions or Additions
Physical
Education
Teacher
"Physical activities improved
students' ability to wait in line
and overall social skills. The
student became successful by
improving their attention span
and focus. Their ability to
communicate and work with
other students also increased."
“Given the positive impact
of these activities on the
student, it is important that
such practices continue.
Regular and continuous
activities will reinforce the
skills the student has
acquired and assist in
gaining new ones.”
"It is recommended further to
investigate the impact of APA on
different skill groups. We need
more information on how these
activities can improve social and
academic skills. Also, more
training and resources should be
provided for implementing and
assessing these activities."
Special
Education
Teacher
"As a result of APA, the
student's social skills also
improved. In addition, there
was an increase in the attention
span and learning efficiency,
which positively affected
academic success."
"Considering these observed
positive effects, it is thought
that APA should continue."
"To further improve the student's
ability to wait in line, it is
suggested that more activities
requiring waiting in line be
included in the program. Thus,
the student can better learn to
wait and share the line with
others."
Art Teacher
"The impact of these activities
on social skills is significant. I
observed an increase in my
student's attention span, and
generally, they showed better
social interaction."
"Considering the positive
impact of the physical
activities implemented on
my student, I support
continuing such activities.
They should be regularly
implemented to reinforce the
skills my student has
acquired and gain new
skills."
"I suggest expanding the
implemented APA so that more
students can benefit. This
provides an opportunity to assess
the impact of these activities on a
wider student population and for
more students to experience these
benefits."
Father
"The impact of these activities
on social and academic skills
is significant. My daughter's
social skills showed noticeable
progress, improving her
academic performance. Being
more patient and regular
helped her focus on a topic for
extended periods.
"Considering the positive
impact of the physical
activities implemented on
my son, I support continuing
such activities. They should
be regularly implemented to
reinforce the skills my
daughter has acquired and
gain new skills."
"I do not have any specific
suggestions for now, but
providing all the necessary
support and resources for my son
to benefit from these activities is
important."
Mother
"I see that adapted physical
activities not only improved
line-up skills but also social
skills. My child can interact
more socially, and I see
improved academic
performance."
"Considering the positive
impacts of the adapted
physical activities on my
child, I support continuing
such activities. These
activities will continuously
contribute to my child's
development.
"I do not have any additional
suggestions for now. However, I
am open to any developments
and innovations that could
further enhance the effects of
these adapted physical activities
and improve our children's
development."
Orhan, B.E., Karaçam, A., & Çetin, A. (2023). The effect of adapted physical activities on an individual with
special need’s turn-taking skills. Eurasian Journal of Sport Sciences and Education, 5(2), 381-396.
390
In Tables (5, 6) above, we can observe the variations in the participants' turn-taking skills, the
influence of adapted physical activities, social and academic impacts, the continuation of APA,
and their suggestions. The perspectives and responses of each participant are presented in the same
table.
According to the information presented in various charts, it has been observed that the APA
program has a significant and positive impact on a student. The student has shown marked
improvements in Turn-taking skills, discipline, social interaction, and overall academic
performance. These effects were corroborated by the student's educators (Physical Education and
Sports Teacher, Special Education Teacher, and Art Teacher) and family (father and mother).
Both educators and families attributed these developments directly to the APA program. The APA
enhanced the student's physical coordination and perception abilities and increased their skills in
adhering to a particular order and discipline. Furthermore, it was noted that this program positively
influenced the student's social skills and academic performance. However, the educators and the
student's family agreed that such activities should continue. It was expressed that continuity would
reinforce the skills the student has acquired and assist in gaining new ones. In the suggestions and
additions section, proposals emerged, such as implementing the APA on a broader student
population and incorporating more activities into the program to enhance social skills, especially
Taking Turns and sharing the queue with others.
In light of these findings, it is evident that the APA has a significant and positive impact,
particularly on social skills and disciplined behaviour. Expanding and continuing such practices
can aid students in developing these skills. Nevertheless, it was noted that more research is needed
to evaluate the effectiveness and application of such programs. There was also a consensus that
more training and resources must be provided for these programs to be effectively implemented.
DISCUSSION AND CONCLUSION
Firstly, upon examining the existing literature regarding APA, there is a consensus that these
activities significantly influence children's physical and cognitive abilities. Particularly for
children requiring special education, these activities have been reported to impact overall child
development and self-confidence positively (Bremer & Lloyd, 2016).
Upon comparing the impact of APA on turn-taking skills with existing literature, it is discernible
that these observations are congruent with prevailing findings. APA has been shown to promote
the development of disciplined behaviour among students. This coincides with the observations of
the Physical Education and Sports Teacher and other teachers. Additionally, ample evidence is
found in the literature that APA enhances students' social skills (Breslin & Rudisill, 2011;
Orhan, B.E., Karaçam, A., & Çetin, A. (2023). The effect of adapted physical activities on an individual with
special need’s turn-taking skills. Eurasian Journal of Sport Sciences and Education, 5(2), 381-396.
391
Pellegrini & Smith, 1998), aligning with the Art Teacher's observations, who reported improved
interaction of the student with others.
Specifically looking at the case of students requiring special education, numerous studies indicate
that APA is an effective tool for enhancing these students' abilities (Block & Obrusnikova, 2007;
Murphy & Carbone, 2008). This is consistent with the observations of the father and mother, who
reported noticeable improvements in their children's turn-taking abilities. In summarizing the
discourse, the insights from the participants resonate with existing scholarly works, thereby
suggesting that the application of APA enhances students' proficiency in the exchange of
conversational turns. This strongly supports that APA can be an effective tool for improving
students' social and academic skills.
The current literature on APA supports that these activities can enhance the various skills of
students. In particular, these skills include significant abilities such as physical coordination,
perception abilities, and adherence to a particular order (Block, 2007; Wilson, 2014). This research
supports the results mentioned in the reports of teachers and parents: the implemented APA has
helped the students develop these skills. There are research studies on the impact of APA on social
interaction abilities. It has been found to play a significant role in developing social skills and
improving the student's overall academic performance (Murphy & Carbone, 2008). These findings
support the reports of teachers and parents that APA is an essential tool for improving students'
social interaction skills and enhancing academic performance.
Mainly focusing on social skills like taking turns and waiting, many studies support that APA
effectively improves these skills (Lang et al., 2010). Teachers and parents report that students have
become more disciplined and orderly through these activities, improved their turn-taking skills,
and increased their comprehension abilities. As stated in the literature (Stodden et al., 2008), such
activities can enhance children's general physical health and resilience. This is important for
directing children towards a healthier lifestyle and developing physical activity habits. The existing
literature shows that APA positively impacts individuals requiring special education (McNamara
& Haegele, 2021). For example, the experiences mentioned above indicate that students' social
skills, discipline and self-control abilities, turn-taking and comprehension abilities have improved
thanks to APA. These skills significantly improve the student's academic success and general
quality of life (Must, 2002). Regarding boosting the student's self-confidence, the literature states
that adapted physical activities are essential (Goodway & Branta, 2003). Seeing the student
develop their skills during physical activities and thereby increase their self-confidence supports
this idea.
Additionally, developing the student's ability to act disciplined is consistent with the potential of
adapted physical activities to teach order and discipline. Physical activities, especially team sports,
can teach students social and individual skills such as turn-taking, patience, and cooperation (Block
& Obrusnikova, 2007). The observations that APA has improved the child's overall physical health
Orhan, B.E., Karaçam, A., & Çetin, A. (2023). The effect of adapted physical activities on an individual with
special need’s turn-taking skills. Eurasian Journal of Sport Sciences and Education, 5(2), 381-396.
392
and resilience align with the current literature. Physical activity can significantly affect overall
health and physical fitness (Strong et al., 2005). Improvements in the physical health of an
individual with special needs can positively affect academic performance and overall quality of
life. As expressed by the participants, the positive effects of APA on children have been widely
accepted in the literature. APA effectively enhances students' fundamental skills, such as turn-
taking, waiting their turn, and social interaction (Block, 1994; Obrusnikova & Cavalier, 2011).
Regularly implementing these activities can help students reinforce these skills and acquire new
ones (Sherrill, 2004).
The unanimous agreement among the participants that APA should continue illustrates the
importance of these activities in child development. Various studies also support this. For instance,
works by Bailey (2006) and Ketcheson et al., (2017) demonstrate that APA enhances children's
social, physical, and cognitive skills and improves their overall quality of life. This makes the
demand for the continuity of APA understandable. However, access to the resources and specialists
necessary for these activities' regular and continuous implementation can sometimes be a barrier.
Therefore, governments and educational institutions should support and expand these programs
and provide the training and resources necessary to implement these activities (Goodway &
Branta, 2003).
In conclusion, the role of Adapted Physical Activities (APA) in improving children's social and
academic skills is indisputable. The continuity of these activities is fundamental for students to
reinforce these skills and acquire new ones. Maintaining APA is the common point of literature
and participant opinions in this context. Feedback from parents and teachers about the impact of
APA on students is significant and valuable. The development of turn-taking and waiting skills
provides essential insights into the potential of APA to enhance children's social and academic
skills.
As stated in the first recommendation, the need for further investigation of the impact of APA on
different skill groups is widely expressed in the literature (Block, 2007; Bremer & Lloyd, 2016).
The question of how different APAs target different skill groups and how these skill groups can
be developed requires extensive and detailed research. Similarly, it has been noted that more
information is needed on developing social and academic skills. While literature generally focuses
on the impact of APAs on physical skills, recent studies have also increased the effect on social
and academic skills (Goodway & Branta, 2003; Ulrich, 2000). However, it is noted that more in-
depth and comprehensive research is needed on this issue. In addition to the suggestions, there is
a recommendation to include more activities to improve turn-taking and waiting skills in the
programs. Studies in this area show that turn-taking and waiting skills can enhance group social
interaction and cooperation skills (Bulotsky-Shearer et al., 2012). Therefore, incorporating
activities that develop such skills into programs can allow students to practice more in this area.
Lastly, the need to reach more students with APAs has been highlighted. Literature also indicates
that implementing APAs on a broad student audience will help students and educators better
Orhan, B.E., Karaçam, A., & Çetin, A. (2023). The effect of adapted physical activities on an individual with
special need’s turn-taking skills. Eurasian Journal of Sport Sciences and Education, 5(2), 381-396.
393
understand the effects of these activities (Block & Obrusnikova, 2007). In short, these
recommendations underscore the need to examine APAs from a broader perspective and
implement them to benefit more students. More research and practice in this area can help students
and educators gain greater awareness and knowledge.
Funding: This research received no external funding.
Conflict of Interest: The article's authors have no conflict of interest.
Researchers' Statement of Contribution Rate: Research Design-BEO; Data Collection- BEO,
AK, AÇ; Statistical analysis- BEO, AK, AÇ; Preparation of the article, BEO, AK, AÇ.
Ethical Approval
Name of Board: Ethics Committee of Istanbul Aydin University
Date: 22.08.2022
Issue No: 2022/22
Orhan, B.E., Karaçam, A., & Çetin, A. (2023). The effect of adapted physical activities on an individual with
special need’s turn-taking skills. Eurasian Journal of Sport Sciences and Education, 5(2), 381-396.
394
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