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The current study was conducted to investigate university students’ life quality and life satisfaction in the campus. The study was designed in the survey model. The population of the study is comprised of the students attending the Physical Education and Sports School, Faculty of Economics and Administrative Sciences, Faculty of Health Sciences and Faculty of Education in the central campus of Burdur Mehmet Akif Ersoy University. The sample consists of 400 students selected from among the population through random sampling. The data were collected through the questionnaire method. As the questionnaire, “The University Life Quality Scale” adapted to Turkish by (13) was used. From this scale, the overall life quality and overall life satisfaction dimensions were taken. The Cronbach’s Alpha reliability coefficient was calculated to be 0.85 for the overall life quality dimension and 0.83 for the overall life satisfaction dimension. The questionnaire was administered to the students through face-to-face method. A total of 400 students (212 females and 188 males) responded to the questionnaire. In order to analyze the collected data, percentages (%) were calculated and Independent Samples T Test and Kruskal-Wallis Test, Bivariate Correlation were used. In the determination of the differences between the variables, 0.05 was taken as the confidence interval. The obtained findings have revealed that the students’ overall life quality and life satisfaction in the campus mean scores are low, that while their mean scores do not vary significantly by gender, their overall life quality mean scores vary significantly depending on the faculty they attend (p

Bu araştırma; beden eğitimi ve oyunun hafif düzey zihinsel engelli bireylerin sosyal beceri kazanımları üzerine etkisinin olup olmadığını araştırmak ve engelli bireylerin sosyal becerileri kazandırmada yeni bir bakış açısı getirmek amacıyla yapılmıştır.Araştırmanın örneklemi evreni temsil edecek bir şekilde Burdur Eğitim Uygulama Okulu ve İş Merkezi'nde eğitim gören öğrenciler olup, örneklem grubu için Eğitim Uygulama Okulunda eğitim ve öğretim gören hafif düzey zihinsel engelli öğrencilerden tesadüfî örneklem yöntemiyle 15 öğrenci seçilmiştir.Gruba 14 haftalık bir uygulama programı gerçekleştirilmiştir. Uygulama grup ve bireysel oyunlar şeklinde yapılmıştır. Oyunlar materyalli ve materyalsiz şeklinde uygulanmış olup uygulama haftada 1 gün 4'er saat toplamda 14 hafta yapılmıştır. Araştırma verileri uygulama alanında gözlem yöntemiyle elde edilmiştir. Uygulamalar eğitim öncesi ve eğitim sonrası şeklinde yapılmış olup gözlem formları uygulama ortamında uygulanmıştır. Elde edilen eğitim öncesi ve eğitim sonrası verilere istatistiksel işlem olarak frekans (%), çapraz tablo, Crosstab, eğitim öncesi ve sonrası elde edilen verilerin farklılıklarını test etmek için Independent Samples T test işlemi yapılmıştır. Eğitim öncesi ve eğitim sonrası, ön test ve son test farklılıkların yorumlanmasında 0,05 güven aralığı kabul edilerek yorumlar yapılmıştır.Araştırmamızın bulgularına göre beden eğitimi ve oyun uygulamalarının hafif düzey zihinsel engelli bireylerin sosyalleşmeleri üzerinde etkili olduğunu söyleyebiliriz. Bu uygulamalar kendini değerli hissetme, hoşgörülü olma, rekabet duygusu, takım çalışması, grup üyeliği, özgüven gibi birçok kişisel alanda etkilidir. Elde edilen bu sonuç, beden eğitimi ve oyun uygulamalarının tüm toplum üyeleri üzerinde olumlu etkilerde bulunmasının hafif düzey zihinsel engelliler açısından da geçerli olduğu şeklinde yorumlanabilir. Bu çerçevede beden eğitimi ve oyun uygulamalarının hafif düzey zihinsel engellilerin yaşamlarında daha etkin kullanımı, onların sosyalleşmesinde ve topluma uyum sağlamasında önemli bir etmen olduğunu göstermektedir. This research was conducted to understand whether physical education and games have effects on the acquisition of social skills of individuals with mild intellectual disabilities and to bring a new perspective on the acquisition of social skills for individuals with disabilities.The sample universe of the research were the students at Burdur Education Practice School and Work Center and for the sample group, 15 students at the Education Practice School with mild intellectual disabilities were selected using the random sampling technique. A 14-week implementation program was conducted with the group. This was done through group and individual games. Games were carried out with and without materials, and implementation was carried out as four-hour sessions each day of the week over 14 weeks. Research data were obtained through the observation technique in the implementation area. Implementations were done before and after education and observation forms were used in the implementation environment. Regarding statistical procedures, frequency (%), cross table, and Crosstabs were applied to before and after education data and the independent sample t- test process was conducted to test the differences between the before and after education data. For the interpretation of the pre-test and final-test differences before and after education, a 0.05 confidence interval was accepted and interpretations were made accordingly. Based on findings of our research, we can argue that physical education and game implementations are effective in the socialization of individuals with mild intellectual disabilities. These implementations are effective in many personal areas such as feeling worthy, being tolerant, providing a feeling of competition, working as a team, adherence to the group, and having self-confidence. This outcome can be interpreted as such that the fact that physical education and game implementations have positive effects on all members of society is also valid for individuals with mild intellectual disabilities. In this context, the more effective use of physical education and game implementations in the lives of individuals with mild intellectual disabilities would be greatly influential in their socialization and adoption to society. 84