Effect of a Dance Program on the Creativity of Preschool Handicapped Children

1991 ◽  
Vol 8 (4) ◽  
pp. 305-316 ◽  
Author(s):  
Danielle Jay
Keyword(s):  
Physical Education ◽  
Education Program ◽  
Comparison Group ◽  
Adapted Physical Education ◽  
Handicapped Children ◽  
Sensory Experiences ◽  
Experimental Group

The purpose of this study was to determine whether a dance program for preschool handicapped children can influence their creativity. This study was conducted in two schools in Illinois with 17 preschool handicapped children (Program I, N = 12; Program II, N = 5), ages 3 to 5 years. In each school there was a Program I and Program II. The children in Program I participated in the 12-week dance program which was based on sensory experiences utilizing Laban’s effort actions. Those in Program II did not have the dance program but did participate in an adapted physical education program. At the beginning and end of the study, the Torrance Test of Thinking Creatively in Action and Movement (TCAM) was administered individually. It consisted of three subscales: fluency, imagination, and originality. A two-way MANCOVA on the TCAM scores revealed that the experimental group improved over the comparison group (p <.05) on the set of subscale scores. Subsequent univariate ANCOVA analyses were performed on the data to determine which dependent measures were significantly different between the groups. The results demonstrated that imagination (p <.01) was significantly changed by the dance program but that fluency and originality were not.

The Role of the Federal Government in Adapted Physical Education

1988 ◽  
Vol 3 (2) ◽  
pp. 124-126
Author(s):  
William A. Hillman
Keyword(s):  
Physical Education ◽  
Research And Development ◽  
Federal Government ◽  
Public Law ◽  
Adapted Physical Education ◽  
Handicapped Children ◽  
The Past ◽  
Training Research ◽  
Published Research

The development of adapted physical education over the past 20 years has been significantly influenced by the federal government through legislative statutes. A predecessor to Public Law 94-142 that may well have had the most impact on handicapped children was Public Law 90-170, which provided the foundation for adapted physical education by allowing monies for training research and development. This legislation established committees and conferences that brought together national figures to serve as advisory consultants. Programmatic support from the federal government has led to the training of many teachers and much published research in adapted physical education.

scholarly journals The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs

2020 ◽  
Vol 12 (12) ◽  
pp. 4922
Author(s):  
Irina Kliziene ◽  
Ginas Cizauskas ◽  
Aldona Augustiniene ◽  
Saule Sipaviciene ◽  
Roma Aleksandraviciene
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Problem Solving ◽  
Physical Education ◽  
General Problem ◽  
Education Program ◽  
First Grade ◽  
Problem Solving Skills ◽  
Post Test ◽  
Experimental Group

Currently, there is great interest in the correlation between children’s physical activity and their academic performance. In this study, a pre-test/mid-test/post-test experimental strategy was used to avoid any disruption of educational activities, due to the random selection of children in each group. The experimental group was tested for eight months. We developed a methodology for innovative physical education classes and created a model of educational factors that encourage physical activity for children. The experimental group comprised 45 girls and 44 boys aged 6–7 years. The control group included 43 girls and 46 boys aged 6–7. Methods: Mathematical diagnostic progress tests were divided into two sections: tasks were allocated according to performance levels and the content as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on student performance (unsatisfactory, satisfactory, basic, and advanced). Distribution of mathematical learning achievements by curriculum content: mathematical diagnosis was used to evaluate first-grade children’s mathematical knowledge and skills according to the five areas of the mathematics education curriculum: numbers and calculations; phenomena, equations, and inequalities; geometry, measures, and measurements; statistics and communication; and general problem-solving skills. The differences between the pre-test and mid-test results indicated that the number of children performing at a satisfactory level decreased (p = 0.035). The differences between the pre-test and post-test advanced (p = 0.038) and basic (p = 0.018) levels were found to be increased. Applying an innovative physical education program to first graders demonstrated a higher-level mathematics program in the areas of geometry, measures, and measurements; statistics; and communication and general problem-solving skills. Based on the interface between an innovative primary school physical education program and mathematics learning achievements, a research tool was developed that can be used in a quantitative research strategy.

Creative Movement Classes for Visually Handicapped Children in a Public School Setting

1973 ◽  
Vol 67 (10) ◽  
pp. 442-447
Author(s):  
Rose Resnick
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Motor Skills ◽  
Education Program ◽  
School Setting ◽  
Self Concept ◽  
Handicapped Children ◽  
Creative Movement ◽  
The Public ◽  
Visually Handicapped

The creative movement class was begun to provide visually handicapped children in the public schools with an appropriate physical education program. The emphasis was on the development of motor skills, posture, orientation, balance, and self-concept. Sample lessons describing the exercises and activities of the class are given, along with a summary of some of the special techniques that were found to be useful.

Parents: Forgotten Teacher Aides in Adapted Physical Education

1984 ◽  
Vol 1 (4) ◽  
pp. 275-281 ◽  
Author(s):  
Sherry L. Folsom-Meek
Keyword(s):  
Physical Education ◽  
Motor Development ◽  
Adapted Physical Education ◽  
Support Personnel ◽  
Education Programs ◽  
Handicapped Children ◽  
Motor Abilities ◽  
Supplementary Instruction ◽  
Teacher Aides ◽  
Parent Child Relationships

The use of parents of handicapped children as support personnel to augment adapted physical education instruction is discussed. Reports in the literature support supplementary instruction by parents to enhance children’s physical and motor development gains. Possible benefits include improvement of students’ motor abilities and fitness levels, enrichment of parent-child relationships, and strengthening of adapted physical education programs.

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