Comparison of Task Variation and Constant Task Methods for Severely Disabled in Physical Education

Abstract

The purpose of the study was to determine whether the technique of task variation with maintenance tasks interspersed is more effective than a constant task condition in a physical education setting in learning gross motor skills for severely disabled individuals. The subjects for the study included 28 males, 12 autistic and 16 severely mentally retarded students, ages 10 to 14 years. The design for this study was a pretest-posttest configuration with the I Can Assessment of Gross Motor Skills utilized to assess the basic skills of overhand throw, kick, vertical jump, slide, continuous bounce, and underhand roll. Results indicated that following a 6-week treatment period the task variation with maintenance tasks interspersed condition was significantly more effective at the .01 level in learning gross motor skills than a constant task condition. However, when autistic and severely mentally retarded individuals were compared, there were no significant differences.