چکیده (انگلیسی):

The present study aims at investigating the effect of rhythmic games on the social development of
educable mentally retarded students. The study’s statistical sample included 80 students (40 boys and 40 girls), which
were organized randomly in two experimental groups and two control groups based on their gender. The research
method was pretest-posttest with control group. Vineland scale was used for measuring the social development.
Participants of the experimental group played rhythmic and group games for 12 weeks which had been arranged in 2
sessions a week and the control group continued their daily activities. Shapiro-Wilk and Mann-Whitney U tests were
used for analyzing the data. Results showed that the rhythmic games had not significant effect on the social
development of educable mentally retarded students (both boys and girls). In other words, it seems that only applying
the mere physical activity within 12 weeks (two days a week) does not affect the social development of this class of
children.