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Humanistic goals related to the affective domain have been of considerable influence in the justification of mainstreaming. Physical educators have traditionally identified development in this domain as a salient educational outcome of physical activity and of physical education programs. Concerning handicapped children in regular physical education programs, the benefits related to development in the affective domain have been espoused and projected to be significant. However, development in the affective domain (especially as related to self-concept and self-efficacy) does not occur incidentally, but must be planned for. This article elaborates on the constructs of self-concept and self-efficacy and discusses the implications for developing or enhancing these constructs in mainstreamed handicapped children.
The paper was written while Dr. Craft was at New York University and Dr. Hogan was at the National Board of the YWCA, New York.
Request reprints from Dr. Diane Craft, Dept. of Physical Education, SUNY, College at Cortland, Cortland, NY 13045.