Jumping Coordination Patterns of Mildly Mentally Retarded Children

1987 ◽  
Vol 4 (3) ◽  
pp. 178-191 ◽  
Author(s):  
Patrick J. DiRocco ◽  
Jane E. Clark ◽  
Sally J. Phillips
Keyword(s):  
Mentally Retarded ◽  
Control Mechanisms ◽  
Age Group ◽  
Developmental Sequence ◽  
Standing Long Jump ◽  
Long Jump ◽  
Mentally Retarded Children ◽  
Coordination Patterns

The purpose of the study was to determine if mildly mentally retarded (MMR) children followed the same developmental sequence of coordination for the propulsive phase of the standing long jump as their nonhandicapped (NH) peers. Subjects for the study included 39 MMR and 90 NH children, ages 4-7 years. Each subject was filmed performing several standing long jumps. Jumping patterns were analyzed from the film records, and distance jumped also was determined from the film. Results indicated that the arm and leg patterns of coordination proposed for NH children by Clark and Phillips (1985) were comprehensive enough to include the MMR children. In spite of similar patterns of coordination, the age group means for the distance jumped by the MMR subjects were 2 to 3 years behind their NH peers. Two explanations are offered for this deficit in distance jumped: first, there may be differences in coordination between the arm and leg action, and second, there may be differences in control mechanisms.

Trainable Children Can Learn Adjectives, Polars, and Prepositions!

1977 ◽  
Vol 8 (3) ◽  
pp. 181-187 ◽  
Author(s):  
Marlys Mitchell ◽  
Carolyn Evans ◽  
John Bernard
Keyword(s):  
Mentally Retarded ◽  
Chronological Age ◽  
Age Group ◽  
Achievement Gains ◽  
Active Involvement ◽  
Mentally Retarded Children ◽  
Locative Prepositions ◽  
Major Factors ◽  
Trainable Mentally Retarded

Twelve trainable mentally retarded children were given six weeks of instruction in the use of adjectives, polars, and locative prepositions. Specially prepared Language Master cards constituted the program. Posttests indicated that children in the older chronological age group earned significantly higher scores than those in the younger group. Children in the younger group made significant increases in scores, particularly in learning prepositions. A multisensory approach and active involvement in learning appeared to be major factors in achievement gains.

Gender Differences in Motor Performance of 50- to 79-Year-Old Adults

1993 ◽  
Vol 77 (3) ◽  
pp. 939-947 ◽  
Author(s):  
Mary E. Rudisill ◽  
Tonya Toole
Keyword(s):  
Gender Differences ◽  
Age Differences ◽  
Motor Performance ◽  
Age Groups ◽  
Age Group ◽  
Men And Women ◽  
Hand Grip ◽  
Balance Task ◽  
Standing Long Jump ◽  
Long Jump

This study was conducted to assess gender and age differences among 73 men and women (50—59, 60—69, and 70—79 yr.) on five motor tasks (balance, standing long jump, sit and reach, hand grip, and Softball throw). Differences between men and women on the standing long jump, hand grip, and the Softball throw favored men. The men had better performance scores than the women on each of these tasks. An interaction of gender by age was noted on the balance task. Women 50—59 yr. old balanced significantly longer than the men of that age group. Age differences were found for the standing long jump, hand grip, and Softball throw. The 50—59 age group performed significantly better than the 60—69 and the 70—79 age groups Performance decreased on each task across age groups. These findings suggest gender differences in motor performance of older adults as has been noted for children.

Preparing Severely and Profoundly Mentally Retarded Adults for Tests of Motor Fitness

1984 ◽  
Vol 1 (2) ◽  
pp. 158-163 ◽  
Author(s):  
Phillip D. Tomporowski ◽  
Norman R. Ellis
Keyword(s):  
Mentally Retarded ◽  
Fitness Testing ◽  
Baseline Phase ◽  
Modeling Instruction ◽  
Motor Fitness ◽  
Graduated Guidance ◽  
Standing Long Jump ◽  
Three Phase ◽  
Minimal Improvement ◽  
Long Jump

The effectiveness of using behavior shaping techniques to prepare nine institutionalized severely and profoundly mentally retarded adults for tests of motor fitness was assessed. Three severely mentally retarded subjects served as the executive subjects in a yoked-control study. Each executive subject was paired randomly with two profoundly mentally retarded subjects. A three-phase multiple baseline experiment was then conducted with executive subjects; yoked subjects received the same intervention as their executive partner. The training program consisted of a verbal instruction baseline phase, a modeling phase, and a graduated guidance phase. Tasks used for training were the shuttle run and standing long jump. Modeling instruction produced minimal improvement in subject performance; however, graduated guidance instruction produced marked, immediate improvement in the performance of six of nine subjects on both tasks. These results suggest that physical prompting techniques will prepare some, but not all, severely and profoundly mentally retarded adults for motor fitness testing.

Reliability of Selected Psychomotor Measures with Mentally Retarded Adult Males

1978 ◽  
Vol 46 (1) ◽  
pp. 295-301 ◽  
Author(s):  
John M. Dunn
Keyword(s):  
Reaction Time ◽  
Handgrip Strength ◽  
Mentally Retarded ◽  
Dominant Hand ◽  
Adult Males ◽  
Standing Long Jump ◽  
Reliability Estimates ◽  
Long Jump ◽  
Psychomotor Tasks ◽  
Reliability Coefficients

Reliability estimates were determined for 24 moderately mentally retarded adult males on three psychomotor tasks. For four consecutive days measures were taken on reaction time, auditory and visual, 15 trials daily for each; grip strength, dominant and non-dominant hand, two trials daily for each; and standing long jump, three trials daily. Analyses of variance, adjusted for day-to-day trend, were applied to the data. Intraclass reliability coefficients for both dominant ( R = .96) and non-dominant ( R = .94) handgrip strength were high. The reaction time scores for both the auditory ( R = .87) and visual ( R = .83) data were moderately reliable. A low reliability coefficient ( R = .49) was obtained for the standing long jump.

The Standing Long Jump Performances of Preschool Children with Speech Impairments and Children with Normal Speech

1993 ◽  
Vol 10 (2) ◽  
pp. 157-163 ◽  
Author(s):  
William J. Merriman ◽  
Beth E. Barnett ◽  
Joan B. Kofka
Keyword(s):  
Preschool Children ◽  
Speech Impairments ◽  
Developmental Sequence ◽  
Standing Long Jump ◽  
Movement Component ◽  
Significant Difference ◽  
Long Jump ◽  
The Mean ◽  
Normal Speech ◽  
Component Rating

This study was undertaken to investigate quantitative and qualitative differences in the standing long jump as performed by preschool children with speech impairments and those with normal speech. The subjects were 15 children with speech impairments and 15 children with normal speech, 3 to 5 years of age. The qualitative movement components of the standing long jump were measured with the Developmental Sequence of the Standing Long Jump (Van Sant, 1983). Subjects were videotaped while performing the standing long jump, and each jump was rated according to the Developmental Sequence. The quantitative variable of distance jumped was also measured. The analysis of data revealed no significant differences between the mean distance scores of the speech-impaired and normal-speech groups. However, data analysis did reveal a significant difference between the mean movement component rating scores of the two groups.

scholarly journals COMPARISON OF STANDING LONG JUMP TECHNIQUE PERFORMED BY SUBJECTS FROM DIFFERENT AGE GROUPS

2015 ◽  
Vol 3 (98) ◽  
pp. 2-12 ◽  
Author(s):  
Marijana Hraski ◽  
Željko Hraski ◽  
Ivan Prskalo
Keyword(s):  
Stepwise Regression ◽  
Age Groups ◽  
Control Group ◽  
Early Age ◽  
Age Group ◽  
Kinematic Parameters ◽  
Jump Test ◽  
Standing Long Jump ◽  
Long Jump ◽  
Second Year

Background. The aim of this study was to determine kinematic parameters relevant for the proficient performance of standing long jump (SLJ) test in boys and adolescents. Methods. The investigation was conducted on 120 participants divided into five experimental groups of 20 boys and adolescents aged 4–18 and one control group composed of 20 students from the second year of Faculty of Kinesiology whose performance was considered as a model of proficient execution of analysed test. The set of variables was composed of 15 kinematic parameters. For determining the influence of selected kinematic parameters on proficiency of standing long jump test, the Stepwise Regression Analyses was used. Results. The results showed the existence of specific relationship between selected kinematic parameters that significantly affected the execution of standing long jump test in each age group. Conclusion. It can be concluded that, according to analysed kinematic parameters, technique of standing long jump significantly differ from early age to maturity.

Teaching Athletic Skills to Students Who are Mentally Retarded

1983 ◽  
Vol 8 (4) ◽  
pp. 72-81 ◽  
Author(s):  
Anthony J. Cuvo ◽  
Patrick J. Ellis ◽  
Ira E. Wisotzek ◽  
Paula J. Davis ◽  
Don Schilling ◽  
...  
Keyword(s):  
Physical Education ◽  
Extracurricular Activities ◽  
Motor Skills ◽  
Mentally Retarded ◽  
Athletic Activity ◽  
Gross Motor Skills ◽  
Standing Long Jump ◽  
Behavioral Techniques ◽  
Long Jump ◽  
The Right

P.L. 94–142 provides the right to physical education for handicapped pupils including nonacademic and extracurricular activities such as athletics. Despite the legislative mandate for physical education and the value of athletic activity, few validated programs have been published to teach complex gross motor skills, such as sports, to mentally retarded students. Therefore, two experiments were conducted to evaluate procedures to teach athletic skills to moderately and severely mentally retarded students. Participants were taught the standing long jump (Experiment 1) and the 50-yard dash (Experiment 2), using task analysis and a training package of prompts and response consequences. Experimental control was evaluated by the multiple baseline across subjects design. Results showed acquisition and maintenance of the two athletic skills. The efficacy of behavioral techniques for teaching athletic skills to moderately and severely retarded persons is also discussed.

scholarly journals THE INFLUENCE OF STRENGTH ON THE RESULTS OF THE VORTEX THROW

2020 ◽  
pp. 523
Author(s):  
Daniel Stanković ◽  
Jelena Šućur ◽  
Aleksandar Raković
Keyword(s):  
Significant Influence ◽  
Supine Position ◽  
Measuring Instruments ◽  
Age Group ◽  
Measuring Instrument ◽  
Criterion Variable ◽  
Standing Long Jump ◽  
Long Jump ◽  
Medicine Ball

The aim of this paper was to determine the influence of strength on the results of the vortex throw. The research was carried out on a sample of 50 children aged 7 to 10, using the following measuring instruments for the evaluation of strength: the standing long jump, throwing a medicine ball from a supine position, torso lifts for 30 s knees bent, the plank and hanging leg raises. The research also included one measuring instrument for the evaluation of the distance in the vortex throw (the criterion variable). Based on the obtained results, it can be concluded that strength has a statistically significant influence on the results of the vortex throw among children aged 7 to 10 with a shared variability of approximately 43%. The greatest part of this significance can be ascribed to the tests of the medicine ball throw from a supine position which is responsible for the evaluation of the strength of the arms and shoulder belt. There were also significant correlations of the variables the standing long jump and torso lifts for 30 s knees bent with the result in vortex throw, but they did not significantly affect the results for this age group.

Programming Language for Severely Retarded Children

1978 ◽  
Vol 9 (4) ◽  
pp. 213-219
Author(s):  
Carol McCall Davis
Keyword(s):  
Programming Language ◽  
Mentally Retarded ◽  
Mentally Retarded Children

This article describes methods of language programming for profoundly mentally retarded children that are based on linguistic principles. Examples of program contents are drawn from research reports and include cuing procedures, as well as progress from receptive through imitative behaviors, labeling responses, and grammatical sequencing.

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