The effects of differentiated physical activity programmes on the motor proficiency of children with learning disabilities
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Date
2002
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Abstract
With this study, the researcher investigated the effect of specially designed physical education programmes on the motor proficiency of learners with learning disabilities.
The subjects (N=60) were aJ! learners from the Zululand Remedial School in Empangent, Kwa Zulu/Natal. Two experimental groups participated in a twelve week Perceptual Motor (N=20) or a Sensory Motor (N=20) intervention programme, while a Control group (N=20) was tested on all test variables, but did not participate in a intervention programme.
Using a repeated measures with matched pairs design, the Bruininks Oseretsky Test of Motor proficiency (long format) was used during the pre, post and post post testing periods. An ANOVA calculation revealed that the Perceptual Motor group achieved a significant improvement in their motor proficiency (p < 0.01). The Sensory group improved significantly on their motor proficiency score. The Control group showed no significant changes on their scores. *
The results displayed enough evidence to prove that a specially designed physical education programme (to suit the special needs of learners with learning disabilities ) is of the utmost importance.
Additional data was gathered to establish whether there was any relationship between motor proficiency and body composition profiles, self- concept and classroom behaviour. A very low correlation was found on each of these variables. This raises questions about the nature of the relationship between motor proficiency and these variables and indicates that further substantial studies are required.
Description
Submitted in fulfilment of the requirements for the Degree PhD (HMS) in the Faculty of Science and Agriculture, Department of Human Movement Science at the University of Zululand, 2002.
Keywords
Human movement studies, Children with disabilities., Physical activity programmes, Learning disabilities