摘要：The aim of this study is to investigate the effect of participation in game and physical activities lesson on the students with learning disabilities (LD) on academic achievement and exercise self-efficacy levels. Thirty male children with LD were included in the study. Two groups were formed from the participants. The first group was tthe Game and Physical Activity (GPA) Lesson (n = 15) and the second group was the control group (n = 15). The exercise self-efficacy levels of the group were determined by using the Exercise Self-Efficacy Scale (ESS) and the academic achievement was evaluated by using the \"Academic Performance Evaluation Scale\". T-test was used to examine differences between groups. To determine groups\' exercise self-efficacy levels and the impact of GPA lesson on academic achievement Cohen\'s d was used. There was no statistically significant difference between the age and height values of LD children who participated in the GPA lesson and who did not participate in the GPA lesson. But, it was observed that there was a significant decrease in body weight and body mass index. However, There was a significant difference (p <0.001) in the final test comparisons of exercise self-efficacy and academic achievement of students with special education who participated in the GPA lesson. Conclusion: The games and physical activities lesson of seems to be as effective means of increasing the exercise self-efficacy and academic success of children with learning disabilities.
其他摘要：Namen te raziskave je preučiti učinek sodelovanja učencev z učnimi težavami (UT) v igri in telesni dejavnosti na šolski uspeh in raven samoučinkovitosti pri vadbi. Raziskava je zajela 30 učencev z UT. Razdelili smo jih v dve skupini. Prva skupina je izvedla uro \'Igra in telesna vadba\' (ITV) (n = 15), druga skupina pa je bila kontrolna (n = 15). Ravni samoučinkovitosti vadbe v skupini smo ugotavljali s pomočjo lestvice za ocenjevanje samoučinkovitosti pri vadbi (EES), šolski uspeh pa z lestvico za ocenjevanje šolskega uspeha. Razlike med obema skupinama smo ugotavljali s t-testom. Za določitev ravni samoučinkovitosti pri vadbi obeh skupin ter učinka vaje ITV na šolski uspeh smo uporabili Cohenov d. Med vrednostmi starosti in višine otrok z UT, ki so sodelovali v vaji ITV, in tistimi, ki v njej niso sodelovali, ni bilo statistično značilnih razlik. Opazili pa smo, da sta se indeksa telesne teže in telesne mase značilno povečala. Statistično značilna razlika (p < 0,001) je bila ugotovljena v zadnjem testu, in sicer med samoučinkovitostjo pri vadbi in šolskim uspehom učencev s prilagojenim izobraževanjem, ki so sodelovali v vaji ITV. Sklep: igra in telesna vadba sta se izkazali kot učinkovito sredstvo za povečanje samoučinkovitosti pri vadbi ter šolskega uspeha otrok z učnimi težavami.
