Effect of an Integrated Physical Education Setting on Motor Performance of Preschool Children with Developmental Delays

Abstract

The purpose of this study was to investigate the effect of an integrated physical education setting on the motor performance of preschool children with developmental delays. Subjects participated in segregated and integrated physical education classes and were observed practicing locomotor and object control skills. The quality of performance was analyzed to determine the number of critical elements present and the level of teacher or peer prompt required to initiate and complete each performance. A single-subject reversal design (A-B-A-B) was used. Four children with developmental delays were filmed within an 8-week school schedule while practicing two fundamental gross motor skills during segregated and integrated conditions. The results provide evidence that children with developmental delays are able to maintain their level of gross motor skill and independence within an integrated physical education setting. Although day-to-day variability was calculated for each subject, overall skill level remained stable and level of independence was not compromised in the integrated setting.