The effects of a structured physical activity program on the physical fitness and self-esteem of trainable mentally retarded (TMR) individuals.
The effects of a structured physical activity program on the physical fitness and self-esteem of trainable mentally retarded (TMR) individuals.
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Date
1980
Authors
Hussein, Hussein
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Middle Tennessee State University
Abstract
The present study was undertaken in an effort to determine the effects of a structured physical activity program on the physical fitness and self-esteem for trainable mentally retarded (TMR) individuals, as measured by the AAHPER-Kennedy Foundation Special Physical Fitness Test and Coopersmith's Self-Esteem Inventory (SEI). These two measures were previously found to be significantly related to standard achievement scores of the TMR individuals.
Forty-five TMR persons, twenty-five males and twenty females, ranging in age from six to twenty years, were randomly selected for this study. Ten of the forty-five were enrolled in the Louisa School (6 males and 4 females); thirteen were enrolled in the Daniel-McKee School (8 males and 5 females); and twenty-two (11 males and 11 females) were from the Adult Activity Center, Murfreesboro, Tennessee. The I.Q.'s of all the subjects ranged between 30 and 50 as measured by the Standford-Binet (S-B) or the Weschler Intelligence Scale for Children (WISC).
For the purpose of this study, thirty-five subjects were randomly selected as experimental groups (Exp. 1 and Exp. 2), and the remaining ten subjects of the Louisa School served as the control group. The subjects in each group (Exp. I, II, and Control Group) were randomly sub-divided into three activity units. This was done to allow each unit maximum functioning under the direction of trained physical instructors.
Experimental Groups I and II (Exp. I and Exp. II) participated in a structured physical activity program for nine weeks, each day, five days a week, for forty-five minutes. Control group was to continue with self-initiated, non-specific program under the supervision of regular school instructors. All forty-five subjects completed the program. Improvement in the physical fitness and self-esteem was determined by pretest and posttest scores on the AAHPER-Kennedy Foundation Special Physical Fitness Test items including: (1) Standing Broad Jump (SBJ). (2) Shuttle-Run (SR). (3) Straight Arm Hang (SAH). (4) 50-Yard Dash (50-Yd. D). (5) Softball Throw (SBT). Improvement was also determined by pre-test and post-test scores on the Self-Esteem Inventory.
The .05 level was utilized to determine significance for the statistical analysis conducted in this study. A two-way classification analysis of variance was computed to determine if significance in physical fitness and self-esteem would develop between the experimental and control groups. The Scheffe method was used to determine the significance between the three groups.
The overall findings indicated that the experimental groups participating in the structured physical activity program significantly improved their mean skill scores on the AAHPER-Kennedy Foundation Special Fitness as well as their self-esteem on the Self-Esteem Inventory; whereas, the control group did not improve on the scores of the AAHPER-Kennedy Foundation Special Fitness Test or the Self-Esteem Inventory by Stanley Coopersmith.
This study also revealed significant improvement in both experimental groups. This tends to emphasize the value of the structured physical activity program of physical fitness and to contribute to self-esteem of the TMR individuals.
Forty-five TMR persons, twenty-five males and twenty females, ranging in age from six to twenty years, were randomly selected for this study. Ten of the forty-five were enrolled in the Louisa School (6 males and 4 females); thirteen were enrolled in the Daniel-McKee School (8 males and 5 females); and twenty-two (11 males and 11 females) were from the Adult Activity Center, Murfreesboro, Tennessee. The I.Q.'s of all the subjects ranged between 30 and 50 as measured by the Standford-Binet (S-B) or the Weschler Intelligence Scale for Children (WISC).
For the purpose of this study, thirty-five subjects were randomly selected as experimental groups (Exp. 1 and Exp. 2), and the remaining ten subjects of the Louisa School served as the control group. The subjects in each group (Exp. I, II, and Control Group) were randomly sub-divided into three activity units. This was done to allow each unit maximum functioning under the direction of trained physical instructors.
Experimental Groups I and II (Exp. I and Exp. II) participated in a structured physical activity program for nine weeks, each day, five days a week, for forty-five minutes. Control group was to continue with self-initiated, non-specific program under the supervision of regular school instructors. All forty-five subjects completed the program. Improvement in the physical fitness and self-esteem was determined by pretest and posttest scores on the AAHPER-Kennedy Foundation Special Physical Fitness Test items including: (1) Standing Broad Jump (SBJ). (2) Shuttle-Run (SR). (3) Straight Arm Hang (SAH). (4) 50-Yard Dash (50-Yd. D). (5) Softball Throw (SBT). Improvement was also determined by pre-test and post-test scores on the Self-Esteem Inventory.
The .05 level was utilized to determine significance for the statistical analysis conducted in this study. A two-way classification analysis of variance was computed to determine if significance in physical fitness and self-esteem would develop between the experimental and control groups. The Scheffe method was used to determine the significance between the three groups.
The overall findings indicated that the experimental groups participating in the structured physical activity program significantly improved their mean skill scores on the AAHPER-Kennedy Foundation Special Fitness as well as their self-esteem on the Self-Esteem Inventory; whereas, the control group did not improve on the scores of the AAHPER-Kennedy Foundation Special Fitness Test or the Self-Esteem Inventory by Stanley Coopersmith.
This study also revealed significant improvement in both experimental groups. This tends to emphasize the value of the structured physical activity program of physical fitness and to contribute to self-esteem of the TMR individuals.
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