Literaturnachweis - Detailanzeige
| Autor/in | Mann, Lester: und weitere |
|---|---|
| Titel | A Comparison of Three Methods of Physical Education Programming for Emotionally Disturbed Children. Final Report. |
| Quelle | (1973), (320 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Ability; Aggression; Children; Coordination; Emotional Adjustment; Emotional Disturbances; Exceptional Child Research; Hyperactivity; Motor Development; Physical Education; Physical Fitness; Program Descriptions; Program Effectiveness; Young Children |
| Abstract | The procedures, analyses, results, and discussion of a project which compared three methods of physical education programing for 96 emotionally disturbed children (6 to 14 years of age) in an 8-week summer camp program held during two summers are presented. The first year's program is seen to have served as a field test, with the most reliable data resulting from the second year's program. Four groups, each with eight aggressive, eight hyperactive, and eight withdrawn children are reported to have been assigned to four treatments; control, physical fitness, general coordination, and specific coordination. Detailed training manuals used in the program are provided for each of the three treatments. It is explained that the physical fitness group received activities aimed at improving strength, endurance, speed, and flexibility, while the general coordination group received activities to improve a child's ability to maneuver his body, and the specific coordination group received activities to improve performance in selected games. The following major findings are reported: the specific coordination group exhibited superior performance on the strength criterion, the Bender developmental age scores, and the Deverux measure; though the general coordination group excelled in having the least impatience and equaled the specific coordination group in coordination. It is concluded that restructuring the physical activities of the disturbed children raised the quality of motoric behavior but had little effect on emotional adjustment or academic aptitude. (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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