Effects of Selected Types of Feedback on an Anticipation Timing Task with Moderately Mentally Retarded Children

in Adapted Physical Activity Quarterly
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  • 1 University of South Carolina
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The purpose of this study was to examine the effects of selected types of feedback on the performance of an anticipation timing task by moderately mentally retarded children. Seventeen children, aged 10 to 16 years and classified as moderately mentally retarded (IQ = 44, range 32-54) participated as subjects for this investigation. Subjects were required to perform a key press response in anticipation to the arrival of a stimulus light. Data were analyzed utilizing a 4(treatment) × 2(gender) × 3(group) analysis of variance on the dependent variables. No significant main or interactive effects were found. Several possible explanations may account for these results including, (a) age range of the subjects may have biased the results, (b) the moderately retarded child may have had insufficient motor skills to successfully perform the tasks, (c) the personality characteristics of the subjects prevented them from perceiving their impact on performance, and/or (d) the type of feedback provided may not have been appropriately interpreted by the subjects.

Request reprints from B. McClenaghan, Department of Physical Education, University of South Carolina, Columbia, SC 29208.

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