INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UM( films the text directly from the original or copy submitted. Thus, some these and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print colored or poor quality illustrations and photographs, print bleedthrough. substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these wilt be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversee materials (e.g.. maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Photographs included in the original manuscript have been reproduced xerographicaity in this copy. Higher quality 6’ x 9“ black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. ProQuest Information and Learning 300 North Zeeb Road. Ann Arbor, Ml 48106-1346 USA 800-521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. EFFECTS OF ADAPTED BICYCLES PLUS FEEDBACK ON THE ACQUISTION, MAINTENANCE, AND GENERALIZATION OF CONVENTIONAL CYCLING SKILLS FOR CHILDREN WITH MILD MENTAL RETARDATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Tammy L. Burt M.Ed. The Ohio State University 2002 Dissertation Committee: Approved by . Dr. David Porretta, Advisor Advisor Dr. Jacqnefme Goodwary College o f Education Dr. Timothy Heron Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number 3049000 UMf UMI Microform 3049000 Copyright 2002 by ProQuest Information and Learning Company. Alt rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ABSTRACT The purpose of this study was to investigate the effect of using a series of adapted bicycles plus feedback on the acquisition, maintenance, and generalization of conventional cycling skills by children with mild mental retardation. The children ranged in agp from 7 to ll years old. Participants were introduced to cycling skills through a series of four adapted bicycles and one conventional bicycle, designed to allow them to gradually become accustomed to the dynamics o f cycling. Positive corrective and positive specific feedback were provided. Feedback focused on three aspects of performance; (I) pedal rate, (2) head position, and(3) steering participation. Participants were required to ride each of the bicycles independently for a distance of 12 m, in 3 out of 5 consecutive trials. Data analysis included visual inspection of graphical performance. All ten participants (100%) were successful in acquiring conventional cycling skills. Six of the 10 participants (60%) demonstrated maintenance, while 3 of the 10 participants (30%) demonstrated generalization of conventional cycling skills. While not achieving criterion levels for maintenance and generalization, four participants exhibited partial maintenance levels and seven participants exhibited partial generalization levels. Results are discussed relative to dynamic systems theory and motor skill development n i Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Dedicated to Llovd Thomas Burt, my brother and inspiration m Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEGMENTS The author coaid not have completed this manuscript without the assistance and courtesy of many individuals. First, I would like to thank Dr. David Porretta for his expertise and patience over the past few years, as he guided me along my path towards commencement In addition, I would like to extend gratitude to my committee members, Dr. Jacqueline Goodway and Dr. Timothy Heron. To Dr. Jacqueline Goodway, I appreciate your encouragement and thank you for sharing your knowledge and resources relative to dynamic systems theory and motor development To Dr. Timothy Heron, I thank you for your steadfastness, professionalism in teaching and your research design expertise in applied behavioral analysis. I am indebted to Dr. Richard Klein, who provided me with considerable insight and the generous use of his adapted bicycles. Many doctoral students and friends agreed to assist in data collection. I am grateful for your gift of time. Thanks to Ian Pena, Dr.Heather Savage, Chad Crowe, Harriet Amui, Patrick Akuffo, Ismael FIores-Marti, Lloyd L. Burt, Linda Burt, Tricia Lantz, Shea Cusick and Barbara Brenton-Sahr. Finally, I would like to give my warmest thanks to my friends and family who consistently supported my efforts and exhibited supreme patience and understanding. To Timothy Sahr, I thank you for saving me with your computer savy. To Dr. Sue Sutherland, I thank you for your friendship and for accompanying me over much o f this journey. To Heather Savage, you have been a source of many cherished memories and have served as a brilliant “star". I thank you for your warm friendship. To my family, thank you for your unconditional love. iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. VITA June 2 ,1 9 6 2 .................................... Baltimore, Maryland 1984 ............................................... BA. Physical Education, Andeison University 1997.............................................. M£d. Special Education, Bowling Green State University 1985-1988 .................................... Teacher/Coach, Groveport-Madison Schools Groveport, Ohio 1988-1989 .................................... Teacher/Coach, Madison Christian School Groveport, Ohio 1991-1995 .................................... Recreation Program Director, The Buckeye Ranch Intensive Care Center, Grove City, Ohio 1995-1997 .................................... Graduate Research Assistant, Bowling Green State University 1997-2000 .................................... Graduate Teaching and Research Assistant, The Ohio State University 2001-presenL ................................. Leisure Education Coordinator, The Association for Individuals with Developmental Disability, Columbus, Ohio FIELDS OF STUDY Major Field: Education Emphasis: Adapted Physical Education Cognates: Research and Pedagogy V Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS Page Abstract. ............................................................................................................... ii Dedication ........................................................................................................ iii Acknowledgments ............................................................................................. iv Vita....................................................................................................................... v List of Tables ....................................................................................................... x List o f Figures .................................................................................................... xi Chapters: I. Introduction .................................................................................................. I LI Purpose of this Study .................................................................. 8 1.2 Research Questions ..................................................................... 8 1.3 Definition ofTerms ...................................................................... 9 13.1 Adapted Bicycles ................................................................... 10 1.3.1.1 Bicycle A........................................................................ 10 1.3.13 Bicycle B..................................................................... 10 13.13 Bicycle C....................................................................... 10 1.3.1.4 Bicycle D........................................................................ II 1.33 Conventional Cycling. ........................................................... 11 133 Conventional Bicycle. ............................................................ 11 3 Review of Literature. ................................................................................... 12 2.1 Motor Skill Acquisition and Performance for Individuals without Mental Retardation ......................................................... 12 23 Motor Skill Acquisition and Performance for Individuals with Mental Retardation. ............................................................ 14 23 Dynamic Systems Theory ............................................................. 21 23.1 Skill Acquisition of Individuals without MR. .....................