LIFE SKILL DIMENSION BASED ON UNIFIED SPORTS SOCCER PROGRAM IN PHYSICAL EDUCATION OF INTELLECTUAL DISABILITY
Öz
This article aims to find out the optimization of 21st-century life skill dimension based on unified sports soccer program on physical education of intellectual disability. The 21st-century education dimension includes knowledge, skill, and character integrated into life skill in everyday life. Today the concept of education for all is included for intellectual disability. Children with intellectual disability, characteristic physiological and psychological characteristics are characterized by limited intelligence, social and other mental functions. In this regard, it is necessary to have special handling programs to solve life skill problems especially in physical education for intellectual disability. Inappropriate programs will have a more complex impact on intellectual disability life skill. Life skill formation program needs to be given in the form of a sports game, one of them is a unified sports soccer program. Unified programs are characterized by intellectual disability and non-intellectual disability activities as partners in teams, with intellectual disability child-specific tasks as goal scorers and non-intellectual disability feeders. This program provides self-exploration for intellectual disability children to boost confidence after scoring goals, and for partners to generate trust in friends (intellectual disability). Based on research experts note that unified sports soccer programs have a positive impact on behavior, friendship activity, adjective, inclusive of social factor, adaptive program, and individual development on intellectual disability. Therefore, the formation of life skill based on unified sports soccer program is suitable for use on intellectual disability as the implementation of physical education in the 21st century.
Anahtar Kelimeler
Intellectual Disability Life Skill Unified Sports Soccer Program
Kaynakça
- Alruwaih, M.E. (2015). Effects of soccer unified program on adaptive behavioral for children with Intellectual Disability. Ovidius University Annals, Physical Education, and Sport/Science, Movement and Health Series, 15(2 Suppl.), 436-441.
- American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). American Psychiatric Pub.
- Bialik, M., Bogan, M., Fadel, C., & Horvathova, M. (2015). Character education for the 21st century: What should students learn. Boston, Massachusetts: Center for Curriculum Redesign.
- Bota, A., Teodorescu, S., & Şerbănoiu, S. (2014). Unified Sports-a social inclusion factor in school communities for young people with intellectual disabilities. Procedia-Social and Behavioral Sciences, 117, 21-26.
- Burhaein, E. (2017). Aktivitas Fisik Olahraga untuk Pertumbuhan dan Perkembangan Siswa SD. Indonesian Journal of Primary Education, 1(1), 51-58.
- Burhaein, E. (2017). Aktivitas permainan tradisional berbasis neurosainslearning sebagai pendidikan karakter bagi anak tunalaras. Jurnal SPORTIF: Jurnal Penelitian Pembelajaran, 3(1), 55-68.
- Del Valle, P., Kelley, S.L., & Seoanes, J.E. (2001). The “oppositional defiant” and “conduct disorder” child: A brief review of etiology, assessment, and treatment. Behavioral Development Bulletin, 10(1), 36-41.
- Gabe, R.T. (2008). Gejala Arsitektur Sekolah. Universitas Indonesia, Fakultas Teknik, Jakarta, (Skripsi).
- Kauffman, J.M & Hallahan, D.P. (2011). An introduction: Into exceptional learners special educational. Boston: Allyn & Bacon.
- Himberg, C., Hutchinson, G., & Roussell, J.M. (2003). Teaching secondary physical education: Preparing adolescents to be active for life. Champaign, IL: Human Kinetics.
- Kim, S.Y., & Yun, J. (2009). Determining daily physical activity levels of youth with developmental disabilities: days of monitoring required? Adapted Physical Activity Quarterly, 26(3), 220-235.
- Mumpuniarti. (2007). Pembelajaran akademik bagi tunagrahita. Yogyakarta: FIP UNY.
- Ogaora, C. (2013). Special Olympics Washington: Unified Soccer. SOI: United States America.
- Özer, D., Baran, F., Aktop, A., Nalbant, S., Ağlamış, E., & Hutzler, Y. (2012). Effects of a Special Olympics Unified Sports soccer program on psycho-social attributes of youth with and without Intellectual Disability. Research in Developmental Disabilities, 33(1), 229-239.
- Rector, A. (2013). Special Olympics Unified sports: A student’s guide. Ed. 2. Arizona USA: Special Olympics.
- Schunk, D.H. (2012). Learning theories an educational perspective. Sixth edition. Pearson.
- Wilski, M., Nadolska, A., Dowling, S., Mcconkey, R., & Hassan, D. (2012). Personal development of participants in Special Olympics unified sports teams. Human Movement, 13(3), 271-279.
LIFE SKILL DIMENSION BASED ON UNIFIED SPORTS SOCCER PROGRAM IN PHYSICAL EDUCATION OF INTELLECTUAL DISABILITY
Öz
This article
aims to find out the optimization of 21st-century life skill dimension based on
unified sports soccer program on physical education of Intellectual Disability.
The 21st-century education dimension includes knowledge, skill, and character
integrated into life skill in everyday life. Today the concept of education for
all is included for Intellectual Disability. Children with Intellectual
Disability, characteristic physiological and psychological characteristics are
characterized by limited intelligence, social, and other mental functions. In
this regard, it is necessary to have special handling programs to solve life
skill problems especially in physical education for Intellectual Disability.
Inappropriate programs will have a more complex impact on Intellectual
Disability life skill. Life skill formation program needs to be given in the
form of a sports game, one of them is a unified sports soccer program. Unified
programs are characterized by Intellectual Disability and non- Intellectual
Disability activities as partners in teams, with Intellectual Disability
child-specific tasks as goal scorers and non- Intellectual Disability feeders.
This program provides self-exploration for Intellectual Disability children to
boost confidence after scoring goals, and for partners to generate trust in
friends (Intellectual Disability). Based on research experts note that unified
sports soccer programs have a positive impact on behavior, friendship activity,
adjective, inclusive of social factor, adaptive program, and individual
development on Intellectual Disability. Therefore, the formation of life skill
based on unified sports soccer program is suitable for use on Intellectual
Disability as the implementation of physical education in the 21st century.
Anahtar Kelimeler
Kaynakça
- Alruwaih, M.E. (2015). Effects of soccer unified program on adaptive behavioral for children with Intellectual Disability. Ovidius University Annals, Physical Education, and Sport/Science, Movement and Health Series, 15(2 Suppl.), 436-441.
- American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). American Psychiatric Pub.
- Bialik, M., Bogan, M., Fadel, C., & Horvathova, M. (2015). Character education for the 21st century: What should students learn. Boston, Massachusetts: Center for Curriculum Redesign.
- Bota, A., Teodorescu, S., & Şerbănoiu, S. (2014). Unified Sports-a social inclusion factor in school communities for young people with intellectual disabilities. Procedia-Social and Behavioral Sciences, 117, 21-26.
- Burhaein, E. (2017). Aktivitas Fisik Olahraga untuk Pertumbuhan dan Perkembangan Siswa SD. Indonesian Journal of Primary Education, 1(1), 51-58.
- Burhaein, E. (2017). Aktivitas permainan tradisional berbasis neurosainslearning sebagai pendidikan karakter bagi anak tunalaras. Jurnal SPORTIF: Jurnal Penelitian Pembelajaran, 3(1), 55-68.
- Del Valle, P., Kelley, S.L., & Seoanes, J.E. (2001). The “oppositional defiant” and “conduct disorder” child: A brief review of etiology, assessment, and treatment. Behavioral Development Bulletin, 10(1), 36-41.
- Gabe, R.T. (2008). Gejala Arsitektur Sekolah. Universitas Indonesia, Fakultas Teknik, Jakarta, (Skripsi).
- Kauffman, J.M & Hallahan, D.P. (2011). An introduction: Into exceptional learners special educational. Boston: Allyn & Bacon.
- Himberg, C., Hutchinson, G., & Roussell, J.M. (2003). Teaching secondary physical education: Preparing adolescents to be active for life. Champaign, IL: Human Kinetics.
- Kim, S.Y., & Yun, J. (2009). Determining daily physical activity levels of youth with developmental disabilities: days of monitoring required? Adapted Physical Activity Quarterly, 26(3), 220-235.
- Mumpuniarti. (2007). Pembelajaran akademik bagi tunagrahita. Yogyakarta: FIP UNY.
- Ogaora, C. (2013). Special Olympics Washington: Unified Soccer. SOI: United States America.
- Özer, D., Baran, F., Aktop, A., Nalbant, S., Ağlamış, E., & Hutzler, Y. (2012). Effects of a Special Olympics Unified Sports soccer program on psycho-social attributes of youth with and without Intellectual Disability. Research in Developmental Disabilities, 33(1), 229-239.
- Rector, A. (2013). Special Olympics Unified sports: A student’s guide. Ed. 2. Arizona USA: Special Olympics.
- Schunk, D.H. (2012). Learning theories an educational perspective. Sixth edition. Pearson.
- Wilski, M., Nadolska, A., Dowling, S., Mcconkey, R., & Hassan, D. (2012). Personal development of participants in Special Olympics unified sports teams. Human Movement, 13(3), 271-279.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Cilt:2, Sayı:4 Aralık |
| Yazarlar | |
| Yayımlanma Tarihi | 24 Aralık 2018 |
| Yayımlandığı Sayı | Yıl 2018 Cilt: 2 Sayı: 4 |
