Viviene A Temple
Viviene A. Temple and John T. Foley
The development of motor skill proficiency during childhood is cumulative and influenced by physical growth and maturation, genetic potential, affordances in the physical and social environment, and the interactions between these factors. Therefore, typically during childhood, the trajectory of change in motor proficiency is positive. To lend developmental validity to the revision of the Test of Gross Motor Development—3rd edition (TGMD-3), this longitudinal study examined whether the skills and subtests of the TGMD-3 changed as might be expected from grade 3 to grade 4 among 277 children. The findings of this study lend support to the developmental validity of the TGMD-3 in that (1) there was within-individual change in the expected direction for both locomotor and ball skills, (2) consistent with the majority of research, boys had significantly higher ball skills scores than girls in both grade 3 and grade 4, and (3) the mean percent of maximum possible scores were in the range of approximately 60–75, which demonstrates that the majority of 8- and 9-year-old children had not reached a ceiling on this test.
Viviene A. Temple and Jeff W. Walkley
The purpose was to describe the engagement of students with mild intellectual disabilities (MID) and their nondisabled peers (NDP) in regular physical education lessons and to determine whether this varied with gender, grade, or disability. Participants were 24 students with MID and 48 NDP Data on student behavior were gathered using an Academic Learning Time—Physical Education (ALT-PE) systematic observation instrument. Each lesson, including one student with MID and two same-gender NDP, was observed on five occasions (120 total). Data from primary and secondary levels were pooled. A MANOVA with PE Time, PE Engaged, Motor Engaged (ME), and Motor Appropriate (MA) as dependent measures revealed significant main effects for disability and gender. Follow-up analyses disclosed that the only difference between boys and girls was PE Time and that engagement level showed no difference. Students with MID spent significantly less time (p ≤ .01) than NDPs at each level.
Bernadette L. Foster, Jeff W. Walkley and Viviene A. Temple
The purpose of this study was to describe and compare the bone mineral density of women with intellectual disability (WID) and a comparison group (WOID) matched for age and sex. One hundred and five women, ages 21 to 39, M = 29, were tested for their bone mineral density levels at the lumbar spine and three sites of the proximal femur using dual energy X-ray absorptiometry. No significant difference between groups existed (λ = 0.94, F(4, 98) = 1.68, p = .16, η2 = .06); however, one-sample t tests revealed that bone mineral density for the WID group (n = 35) was significantly lower than zero at the Ward’s triangle (p < .01) and the lumbar spine (p < .05). Approximately one-quarter of WID had low bone density at these two sites, suggesting that WID may be at risk of osteoporotic fracture as they age.
John T. Foley, Meghann Lloyd and Viviene A. Temple
This study examined temporal trends in body mass index (BMI) among United States adults with intellectual disability (ID) participating in Special Olympics from 2005 to 2010. In addition, the prevalence of obesity was compared with published National Health and Nutrition Examination Survey (NHANES) statistics. After data cleaning, 6,004 height and weight records (male = 57%) were available from the Special Olympics International Healthy Athletes Health Promotion database for the calculation of BMI. Rates of overweight and obesity were very high but generally stable over time. Compared with NHANES statistics, the prevalence of obesity was significantly higher for Special Olympics female participants in each data collection cycle. Integrated efforts to understand the social, environmental, behavioral, and biological determinants of obesity and among Special Olympics participants are needed.
Sandra L. Gibbons, Viviene A. Temple and Louise Humbert
It is well documented that many young women become discontented with physical education in their high school years. The purpose of this investigation was to gain insight into the characteristics of nine senior elective physical education courses that were specifically designed to accommodate the needs and interests of female students. Data collection methods included focus group interviews with students; individual interviews with teachers; and analysis of course documents. The following themes are presented: (a) choice in what to learn and how to learn it; (b) all-female learning environment; (c) lifetime physical activities; (d) personalized assessment; and (e) responsive and flexible planning. Findings offer considerations for the development of physical education curricula that will gain and hold the interest of female high school students.
Stephanie C. Field, Christina B. Esposito Bosma and Viviene A. Temple
When a test is revised, it is important that test users are made aware of the comparability of scores of the new and the original test. We examined how scores on the Test of Gross Motor Development–Second Edition (TGMD-2) and Test of Gross Motor Development–Third Edition (TGMD-3) compared among children in middle childhood. Participants were 270 children recruited in grade 3 (54% female; M age = 8 years 6 months) and followed through grade 5. Participants completed the skills of both tests. Subtest scores were converted into percent of maximum possible (POMP) scores to facilitate comparison. Although similar, uniformly the TGMD-3 POMP scores were slightly lower. Repeated measures analyses of variance revealed that locomotor subtest scores derived from both tests improved from grade 3 to grade 5, as did TGMD-3 assessed ball skills. However, there was no difference in TGMD-2 assessed object control skills over time. It appears that under-contribution by the underhand roll suppressed the trajectory of improvement of TGMD-2 assessed object control skills. This finding supports the exclusion of the roll from the TGMD-3. The consistent pattern of sex-based differences in TGMD-2 object control skill and TGMD-3 ball skills reinforces the need for male and female norm-reference data for ball skills.
Georgia C. Frey, Heidi I. Stanish and Viviene A. Temple
This review characterizes physical activity behavior in youth with intellectual disability (ID) and identifies limitations in the published research. Keyword searches were used to identify articles from MEDLINE, EBSCOhost Research Databases, Psych Articles, Health Source, and SPORT Discus, and ProQuest Dissertations and Theses up to June 2007. Data were extracted from each study using a template of key items that included participant population, study design, data source, and outcome measure. Nineteen manuscripts met the inclusion criteria. Findings were mixed, with various studies indicating that youth with ID have lower, similar, and higher physical activity levels than peers without disabilities. Only two studies provided enough information to determine that some youth with ID were meeting minimum physical activity standards. Significant methodological limitations prohibit clear conclusions regarding physical activity in youth with ID.
Viviene A. Temple, P. Lynn Purves, Robyn Misovic, Coral J. Lewis and Carrie DeBoer
Many children with disabling conditions do not acquire the skills to successfully ride a 2-wheeled bicycle. The aim was to describe cycling patterns before and after an innovative learn-to-ride bike camp and factors that facilitate or hinder the generalization of skills developed at camp to home. Parents and children participated in semistructured interviews 3–4 mo postcamp. Transcripts were examined deductively for participation and contextual influences using a template of codes approach. None of the children were successfully riding a 2-wheeled bicycle before camp. Two patterns of participation were evident from narrative descriptions of postcamp riding: “riders” and “not there yet.” Major facilitating factors were the camp itself, the interaction between the camp and the health service, and continued parent involvement. The program transferred well to home for children who were riding independently on the last day of camp. Ongoing support is needed for children “not there yet.”
Erin R. Mazzoni, P. Lynn Purves, Julie Southward, Ryan E. Rhodes and Viviene A. Temple
The impact of a six-week indoor wall climbing on the perceptions of self for children with special needs aged 6–12 years was explored. Participants (n = 46) were randomly assigned to the intervention (girls, n = 4; boys, n = 19) and control groups (girls, n = 5; boys, n = 18). Belayers’ and children’s perceptions of efficacy were measured using specifically designed questionnaires and perceptions of competence and global self-worth were measured using Harter’s (1985) Self-Perception Profile for Children for participants with an adaptive age of 8 years or higher. Children’s self-efficacy and belayers’ ratings of children’s efficacy improved significantly, t(21) = 3.9, p = .001, d = .84 and F(2, 44) = 30.03, p < .001, respectively. The children’s judgments of their athletic and social competence and global self-worth, however, did not change over time or differ from the wait-listed control group (p > .05). These results suggest that it is likely that many experiences that enhance self-efficacy may be needed to improve self-perceptions.