Expectations, Task Persistence, and Attributions in Children with Mental Retardation During Integrated Physical Education

in Adapted Physical Activity Quarterly
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The purpose was to study expectations, persistence, and posttask attributions in 33 children (ages 9 to 15 years) with mental retardation (MR) and 40 children (ages 10 to 13 years) without disabilities during integrated physical education classes. Each of the participants (34 male and 39 females) viewed a video of another child successfully completing a game, responded to a question about expectations, and engaged in this same game alongside a peer. Results indicated that expectations did not differ between children with and without MR, χ2(1) = .35, p > .05. Following each child’s request to stop playing, a video of individual performance was displayed and an interview was conducted to determine posttask attributions. Learners with MR were less persistent than peers without disabilities, F(1, 68) = 4.60, p < .5, η2 = .06. Although less persistent, children with MR did not differ on posttask attributions from peers without disabilities, χ2(2) = 3.64, p > .05; χ2(2) = 1.74, p > .05.

Francis M. Kozub is an assistant professor in the Department of Kinesiology at Indiana University in the area of Adapted Physical Education. Address correspondence to 112 HPER Building, Bloomington, IN 47405. Phone: 812-855-7719, E-mail: <fkozub@indiana.edu>, Fax: 812-855-9417.

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