The impact of an experimental physical education program on the self-concept of institutionalized retarded children

Abstract

There is little good information on the role of the self-concept in the overall functioning of the mentally retarded. The information that does exist is generally inconclusive and limited to the mildly retarded. The purpose of this study was to determine if the self-concept is related to physical skills and abilities, and if the self-concept could be modified by an experimental physical education program. This study also determined if the program could produce concomitant changes in the areas of academic performance and social behavior, as measured by ratings of teachers and dormitory counselors.