Enkele motoriese aspekte van verstandelik normale en verstandelik vertraagde meisies tussen 13–17 jaar

Abstract

An investigation was conducted into possible differences in motor abilities between 98 mentally retarded and 100 mentally normal girls aged between 13 - 17 years. For the purpose of this study certain motor aspects as contained in previously selected tests were chosen. The motor aspects in question were those which appear in the Physical Education Syllabus for girls in the section handling of objects. The success with which the girls performed the prescribed movement tasks was measured quantitatively (to indicate attainment of the desired result) as well as qualitatively (to indicate the movement pattern). A movement-directed analysis was conducted by studying the possible effect which the kind of skill, as well as the relative perceptual-motor abilities, could have on the achievement of the pupils. A preceding literature study was done in order to obtain relevant information pertaining to the study. The quantitative data were studied by means of a variance analysis investigation with a view to the significance of the differences (p ~ 0,05), while the qualitative data, being nominal, were analysed by means of chi-square techniques. The predominant findings indicate that, in spite of heterogeneity within the group, deficient motor ability is indeed prevalent among the mentally retarded pupils. This does not, however, hold good for all aspects of the movement abilities and is not always meaningful. The biggest differences are found in the movement pattern. Task complexity, the degree of cognitive involvement as well as perceptual-motor abilities included in the skills do play a role as regards the successful performance by the mentally retarded group. Carefully planned motor programmes conducted with retarded pupils could therefore be a means of abolishing under-actualization of their personality realisation - especially as they are directed towards motor rather than cognitive orientated occupations.