Learning Disabled Students in Physical Education

in Adapted Physical Activity Quarterly

Click name to view affiliation

Claudine SherrillTexas Woman’s University

Search for other papers by Claudine Sherrill in
Current site
Google Scholar
PubMed
Close
and
Jean L. PyferTexas Woman’s University

Search for other papers by Jean L. Pyfer in
Current site
Google Scholar
PubMed
Close
Restricted access

Many learning disabled students demonstrate psychological/behavioral and perceptual motor characteristics that affect physical education placement and programming. Among the characteristics exhibited by these students are hyperactivity, disorders of attention, impulsivity, poor self-concept, social imperception, delay in social play development, and deficiencies in body equilibrium, visual motor control, bilateral coordination, repetitive finger movements, and fine motor coordination. Activities found to benefit learning disabled students are jogging, relaxation, highly structured teacher-directed routines, and noncompetitive games, all of which must be carefully sequenced. Testing must be done to determine the type and extent of the learning disabled students’ problems, and activities must be selected on the basis of the results of such tests.

Request reprints from Dr. Claudine Sherrill, Dept. of Physical Education, Texas Woman’s University, Denton, TX 76204.

  • Collapse
  • Expand
All Time Past Year Past 30 Days
Abstract Views 1667 476 125
Full Text Views 16 4 0
PDF Downloads 8 0 0