Vol. 4, Issue 1, Part A (2022)

The primary objective of this study was to investigate the impact of physical education and play activities on the school social behavior of children with mild-level intellectual disabilities. Quantitative research methods were employed, utilizing the pre-test, post-test, post-test-retention control group model, as well as the general screening model. A sample group was formed using a simple random sampling approach. The School Social Behavior Scale (SSBS) was employed to assess school social behavior. Over a 24-week period, physical education and play sessions were conducted for two hours each week, and data were collected from the participants using these scales. The study comprised 20 children with mild-level intellectual disabilities (14 boys and 6 girls), aged seven to nine years, who attended Asha Kiran Special Needs School, Bengaluru, Karnataka.
The results of the SSBS indicated a statistically significant difference (p<0.05) in the subdimensions of social competence, including interpersonal relations, self-control, and academic skills, favoring the test group over individuals exhibiting aggressive or nervous behaviors. However, no significant difference (p>0.05) was observed in the sub-dimensions related to antisocial-aggressive and destructive-demanding behaviors. This study demonstrated that the 24-week physical education and play interventions for children with mild-level intellectual disabilities had a discernible impact on their school social behavior.