Utilizing Generalization Tactics to Promote Leisure-Time Physical Activity for Students with Intellectual Disabilities

Abstract

Research suggests that school-aged individuals with intellectual disabilities (ID) tend to be less physically active than their typically developing peers (e.g., Shields, King, Corbett, & Imms, 2014). While these students can be successful in acquiring motor and sport-related skills during physical education, they tend not to use those skills in settings outside of school (Reid, 1993; Yang & Porretta, 1999). This can be due to difficulties with generalization. Generalization refers to the use of newly acquired skills or behaviors in non-training environments (Cooper, Heron, & Heward, 2007). Difficulties with generalization of motor skills may contribute to low levels of physical activity and sport participation by individuals with ID outside of physical education. Since the generalization of skills learned in physical education may not occur automatically, physical education teachers must plan and teach for generalized outcomes. Therefore, the purpose of this paper is to describe how physical education teachers can use generalization tactics to promote leisure-time physical activity.