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Xerox University Microfilms 300 North ZMb Road Ann Arbor, Michigan 48106 [i r j 73-26,830 ■j HARMONY, Bonnie J. Motter, 1929- I THE EFFECT OF A CONCENTRATED PHYSICAL EDUCATION ! PROGRAM ON CHILDREN CLASSIFIED AS' TRAINABLE j MENTALLY RETARDED. j The Ohio State University, Ph.D., 1973 ' Education, special ■ii I I | i ! University Microfilms, A XEROX Company, Ann Arbor, Michigan j THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. THE EFFECT OF A CONCENTRATED PHYSICAL EDUCATION PROGRAM ON CHILDREN CLASSIFIED AS TRAINABLE MENTALLY RETARDED DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Bonnie Motter Harmony, B.S., M.E. ***** The Ohio State University January, 1973 Approved by Dr. James D. Beaber Department of Education Area of Exceptional Children "The blind had their Helen Keller; they had many other famous people in their ranks; the deaf had Beethoven and other outstanding personalities. Among the feeble minded, there is none who, through his achievements, could demonstrate to the public his value and the - value of those afflicted Like him. It is up to us, then, to uphold the value of these human beings. It is up to us to help extend respect for human dignity to those creatures also; it is up to us who live with them and who love them. For we know what they need and we know what they can give us. I There is not one among the feebleminded whose worth is revealed to mankind like a tall, burning flame, licking to high heaven, like those great personalities who overcome their handicaps. Despite all our efforts, the feebleminded will always remain little flames. These little flames we must shield with out hands .... For these little flames radiate warmth and soothing quiet joy; they shine on the road that leads to the wisdom of the heart, to human maturity, and to true wealth." (69:71-75) ACKNOWLEDGEMENTS The investigator wishes to express her appreciation to Dr. James Beaber for his advice and direction as Chairman of the Doctoral Committee and to Dr. David Leraa and Dr. Walter Ersing for their valuable advice and direction given throughout the writing of this dissertation. The writer is grateful to Missy, Rob and Mark, students at Capital University, Columbus, Ohio who aided in the administration of the tests, to the many other students who volunteered many hours assisting in the training programs, and to Dr, Jean Hensel and Dan Given for their assistance in data programming. A special acknowl­ edgement to friends Bobby, Mary Jane, and Nel for their helpful suggestions and voluntary assistance. The writer is especially thankful for the confidence, assistance and encouragement offered by her husband, Don. VITA July 7, 1929 . Born - Bryan, Ohio 1 9 5 1 ............. B.S. In Education Degree, Bowling Green State University, Bowling Green, Ohio 1951-1964........ Physical Education Supervisor, Bryan Public Schools, Bryan, Ohio 1965 ............. M.E. Degree Bowling Green State University, Bowling Green, Ohio 1964-1968........ Instructor at Bowling Green State University, Bowling Green, Ohio 1968-1973........ Associate Professor at Capital University, Columbus, Ohio PUBLICATIONS Movie entitled, "Show Me"; Teaching Physical Education to the Mentally Retarded, University City Studio, University City, California. MAJOR FIELDS Major - Department of Education, Area of Exceptional Children Minor - Physical Education H i TABLE OF CONTENTS Page ACKNOWLEDGMENTS i i VITA .................................................................. Ill LIST OF TABLES ........................... vt Chapter I. The Problem and Definitions of Terms Used ............ 1 Statement of the Problem Significance of Study Design of the Study Definition of Terms Scope and Limitations of the Study II. Review of Literature 11 Various Learning Disabilities and Levels of Intelligence Motor Characteristics Related Studies Non Supportive Literature Summation III. Methods and Procedures 37 Description of Subjects Description of Test Administrative procedures Statistical Treatment IV. Analysis of Data 42 Statistical Procedures Means and Range of Performance V. Summary and Conclusions 50 Summary Conclusions iv APPENDIX A .............................................................. 54 Test Administration B.............................................................. 65 Treatment Programs C .............................................................. 70 Descriptions of Subjects D .............................................................. 71 Raw Data - Group I (N) Raw Data - Group II (S) Raw Data - Group III (M) BIBLIOGRAPHY........................................................ 131 LIST OF TABLES Table Page I. Description of Subjects................................... 38 II. Mean Item Scores........................................... 43 III. Analysis of Variance (ANOVA) Difference in Pre and Post Training Scores for Total Battery.......... 44 IV. Mean Score for Group II (S) and Group III ( M ) ........... 43 V. Analysis of Variance (ANOVA) Differences in Pre and Post Training Scores - Level 1....................... 46 VI. Analysis of Variance (ANOVA) Differences in Pre and Post Training Scores - Level I I ..................... 46 VII. Ranges and Means of Individual Test Scores........ .... 47 vi CHAPTER I The Problem and Definitions of Terms Used During the past decade there has been increasing concern over the value of physical activity to a child's total development. Because of lack of current research in this area and deficiencies in our educational systems, the writer has chosen to Investigate the value of a concentrated physical activity program for trainable retarded children. The urgent demands by parents for help have unwittingly fostered the premature development of various experimental of possibly ill advised physical treatment and motor programs. According to Leon J. Whitsell in writing the forward for one of Bryant J. Crafty's books (24: vi-viii), a number of "motor treatment" programs have been widely publicized. A large number of children have been placed in such treatment programs with claims being made that chances for curing these children are indeed possible. While physical training programs will generally Improve physical fitness and motor skills, there is no proof that such training will help other types of learning problems. Whltsell further points out that early motor difficulties, especially those in the gross coordination categories, often lead to progressive exclusion by peer groups from play activities, adding 1 2 social maladjustment to the child's personal burden. Lack of remedial help and insufficient opportunity for practice of motor skills tend to aggravate developmental deficiencies in a downward spiral. At the present time only limited consideration Is usually given by either physicians or educators to the need for earlier and more carefully planned physical education programs. Not many organized programs for the developmental disabled (more commonly referred to as adaptive physical education) are available, in spite of clear evidence showing that serious deficits in physical development and fitness exist in an enormous number of young people and adults in the United States. Statement of the Problem The primary purpose of this study was to determine the effectiveness of a motor treatment program on perceptual performance with trainable retarded children over a ten week period. A sub-problem was to determine the effectiveness of the motor treatment program in improv ing the motor coordination of the retarded children. Another sub-problem