Entry-level motor performance and self-concepts of handicapped and non-handicapped children in mainstreamed physical education classes: a preliminary study.

Abstract

The purpose of this preliminary study was to describe differences in self-concept and motor performance between handicapped and non-handicapped children on entry into a university laboratory physical education program. One hundred thirty-six elementary-aged children (K-3) were subjects. These were 28 mainstreamed handicapped children and 108 non-handicapped children. 'The handicapped children were learning disabled, emotionally handicapped, hyperactive, or seizure-disordered identified by diagnostic agencies or school system diagnostic teams as requiring special education. Physical education classes contained 10 to 12 students of whom one to three were handicapped. Motor performance and self-concept information were collected at the beginning of the program. Motor performance was measured with the Body Coordination Test, developed in West Germany by Schilling and Kiphard (1976) to diagnose motor problems of children. Self-concept was measured with the Martinek-Zaichkowsky Self-concept Scale (1977). This nonverbal scale was designed to measure global self-concepts of elementary and middle-school children. A 2 X 4 multianalysis of variance was applied to describe differences between handicapped and non-handicapped groups and among the four grade levels (K-3) on four components of motor performance. The analysis showed significant main effects for handicapped/non-handicapped groups (K,z = 4.19, p < .01) and grade (K.= = 6.61, p < .0001), but no interactions. Univariate analyses showed significant differences between handicapped and non-handicapped groups for backward balance (FI-lul = 10.86, p < .001), jumping sideways (Fl,m = 10.86, p < .001) and lateral movement (F1,lz~ = 7.10, p < .05). Significant differences between grades were also found for backward balancing (F3.1~ = 9.16, p < .0001),'one-foot hopping (&,IS = 6.04, p < .001), jumping sideways (Fs,m = 15.41, p < .0001) and lateral movement (Fs,~ = 21.84, p < .0001). A 2 x 4 analysis of variance identified group and grade differences on self-concept. Non-handicapped children scored significantly higher than handicapped children (F1.m = 5.93, p < .05). Significant differences between grades were also found (PI.,= = 2.82, p < .05). These non-handicapped children then performed significantly better than handicapped children on dynamic balance and gross lateral movement, and the differences were consistent for all four grades. Also handicapped children had significantly lower self-concepts than non-handicapped children, third graders' scores being significantly higher than kinderganen scores. Because chese data were preliminary, results should be interpreted with