Influence of Test Selection on Physical Education Placement of Mentally Retarded Children

1984 ◽  
Vol 1 (2) ◽  
pp. 112-117 ◽  
Author(s):  
Geoffrey D. Broadhead ◽  
Gable E. Church
Keyword(s):  
Physical Education ◽  
Motor Performance ◽  
Short Form ◽  
Mentally Retarded ◽  
Data Set ◽  
Motor Proficiency ◽  
Motor Functioning ◽  
Class Differences ◽  
Discriminant Analyses ◽  
Mentally Retarded Children

Intact classes of mentally retarded and nonhandicapped children were administered the Physical Dexterity scales of the System of Multicultural Pluralistic Assessment and the short form of the Bruininks-Oseretsky Test of Motor Proficiency. Separate discriminant analyses of each data set revealed that the subjects comprised four distinct levels of motor performance. Although overall predicted correct classification was above 65%, misclassifications occurred in each class. Differences resulting from the separate analyses suggest differential program placement for physical education. There is a tendency for the Physical Dexterity data to predict higher levels of motor functioning than the Motor Proficiency data for half of the mentally retarded children.

scholarly journals Pengembangan Model Permainan Olahraga Freeball pada Pembelajaran Penjas Adaptif Anak Tunagrahita di SLB Se-Kabupaten Kendal

2020 ◽  
Vol 5 (2) ◽  
pp. 68-75
Author(s):  
Yoga Lilo Anung Anindhito
Keyword(s):  
Physical Education ◽  
Adaptive Learning ◽  
Final Stage ◽  
Large Scale ◽  
Mentally Retarded ◽  
Game Model ◽  
A Value ◽  
Adaptive Physical Education ◽  
Mentally Retarded Children ◽  
Development Methods

This study aims to develop the Model of Freeball Sports Games in Adaptive Physical Education in SLB in Kendal Regency and to determine the feasibility of Freeball sports game products based on the assessment of adaptive physical experts, modification game experts, and retarded students in SLB. According to Edo Dwi Cahyono in Sugiyono (2011: 297). Research and development methods are methods used to produce certain products, and test the effectiveness of these products. Validation was carried out by adaptive physical material experts, modification game material experts. The developed product was tested for eligibility for mentally retarded students in SLB in Kendal Regency. The results of the study showed that the feasibility level of the Freeball sports game model on adaptive learning for mentally retarded children was assessed: 1) Expert material I at the final stage obtained a value of 87.7% which was included in the "Eligible" category, 2) The final stage II expert material obtained a value of 84.6% which is included in the "Eligible" category, 3) Respondents on a large scale of 20 students, 18 declared worthy of a percentage of 80% while 2 students declared quite decent with the percentage of 20% included in the "Eligible" category of students' responses to this Freeball game model when tested on average showed a positive response by getting a percentage of ≥70% for each indicator. Thus the Freeball sports game model in adaptive physical education learning for mentally retarded children in SLB in Kendal Regency is feasible to be used as an adaptive education learning tool in SLB schools.

Classroom Teachers’ Accuracy in Observing Students’ Motor Performance

1989 ◽  
Vol 6 (1) ◽  
pp. 52-57 ◽  
Author(s):  
Christine M. King ◽  
John M. Dunn
Keyword(s):  
Motor Performance ◽  
Short Form ◽  
Teacher Observation ◽  
Classroom Teachers ◽  
Lower Quartile ◽  
Motor Proficiency ◽  
Significant Difference ◽  
High Degree ◽  
Teacher Accuracy

The purpose of this study was to examine the accuracy of classroom teachers in observing students’ motor performance. In order to assess teacher accuracy in rating motor performance, an analysis was conducted on students’ scores on the Short Form of the Bruininks–Oseretsky Test of Motor Proficiency (BOT-S) between those who were rated high as compared to those who were rated low in motor performance, as determined by a teacher observation form. The two-tailed t statistic indicated a significant difference between standard mean scores for upper and lower quartile performances on the BOT-S (P<.05). However, there was a high degree of variance within the high and low groups. The results suggest that classroom teachers are more accurate in observing high motor performance than in observing low motor performance.

Lateral Preference and Ability to Conserve Multiple Spatial Relations by Mentally Retarded Children

1972 ◽  
Vol 35 (1) ◽  
pp. 151-152 ◽  
Author(s):  
John R. Kershner
Keyword(s):  
Visual Imagery ◽  
Short Term Memory ◽  
Spatial Relations ◽  
Mentally Retarded ◽  
Spatial Task ◽  
Short Term ◽  
Lateral Preference ◽  
Motor Functioning ◽  
Visual Spatial ◽  
Mentally Retarded Children

31 trainable mentally retarded children were divided into lateralized and mixed-dominant groups and were then tested for their ability to perform a spatial task requiring short-term memory and reversible visual imagery. Retarded children with inconsistent and crossed laterality patterns were better in visual-spatial ability than retarded children whose sided preferences were unilateral in eye, hand, ear and foot modalities. The results support the developmental importance of bilateral sensory and motor functioning.

THE DEVELOPMENT OF COORDINATION ABILITIES OF MENTALLY RETARDED CHILDREN 9–11 YEARS OLD BY MEANS OF PHYSICAL EDUCATION

2017 ◽  
Vol 22 (6 (170)) ◽  
pp. 151-159
Author(s):  
Vera Borisovna BOLDYREVA ◽  
◽  
Aleksander Yurevich KEYNO ◽  
Pavel Mikhaylovich GRITSKOV ◽  
◽  
...  
Keyword(s):  
Physical Education ◽  
Mentally Retarded ◽  
Mentally Retarded Children
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