Abstract

The aim of this study is to examine the effects of rhythm and dance on the aggression levels of students with mild mental disabilities. The sample group of the study consists of 40 students with mild mental disability, 20 of whom are in the experimental group and 20 in the control group, who continue their education in schools affiliated with the Kilis Provincial Directorate of National Education. Buss-Perry’s (1992) aggression scale was applied as pre-test and post-test to both groups, and rhythm and dance training was given to the experimental group for 2 hours, 2 days a week for 8 weeks. In the analysis of the data obtained, frequency and percentage analysis were performed by using the SPSS 22.0 program, and dependent and independent t-test was used in the analysis of the pre-test and post-test data. No significant results were obtained in the pre-test scores of the experimental and control groups (p > 0.05). In the evaluation made between the experimental group and the control group, a significant result was reached in the post-test scores in favor of the experimental group (p < 0.05). In conclusion, based on the data obtained, we can say that rhythm and dance games positively reduce the aggression levels of children with mild mental disabilities.

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