Acta Univ. Palacki. Olomuc., Gymn. 2009 39(4): 53-62

Coordination skills in 9 to 11 years old pupils at practical elementary schools in relationship to their degree of intellectual disability

Alena Lejčarová

Faculty of Physical Education and Sport, Charles University, Prague

Background: The degree of pupils' intellectual disability is regarded as the fundamental criterion for a necessary internal differentiation in the physical education teaching process at practical elementary schools. Up to now, children with intellectual disability, or pupils at practical elementary schools, have not received, in this regard, so much attention, neither in the area of research nor in the teaching process.

Objective: The aim of the conducted study was to identify the level of selected coordination skills in 153 9 to 11 years old pupils at practical elementary schools in Prague in relationship to their degree of intellectual disability.

Methods: Seven tests of coordination skills (rhythmical, balance, kinaesthetic differential, alteration, and associative) were used to assess the level of coordination skills in these children.

Results: Substantive significant differences (using Cohen's d index) were proven, with an almost absolute definiteness, between pupils having their intellectual abilities in the lower boundary area of mild intellectual disability, and those whose intellectual abilities are in the upper boundary area of mild intellectual disability, and further between these and the others (profound intellectual substandard, mild intellectual substandard, average intellectual abilities - lower average). From the point of view of the average values of performance parameters, a direct relationship with the degree of intellectual disability can be observed - the former decreases as the latter increases. However, the best test score was surprisingly achieved by pupils with a slightly below average intellect and not by pupils with the highest level of intellectual abilities.

Conclusions: Different results of practical elementary school pupils' motor tests are causally dependent not only on the level of intellectual disability, but on its aetiology, too. They are also influenced by particular characteristics of pupils' personalities (including motivation) and by the environment they live in.

Keywords: intellectual abilities, special schools, mental retardation

Prepublished online: March 26, 2010; Published: September 1, 2009  Show citation