Effects of Physical Education on the Intellectual, Physical, and Social Development of Educable Mentally Retarded Boys

Abstract

Eight retarded boys were given an intensive 20 day program of physical education. Eight retarded boys designated as “officials” met each day with the training group while eight retarded boys served as controls. Pretest and posttest were given on the WISC, the PFT and the Cowell Personal Distance Scale. The training group made significant IQ gam scores on the Full Scale and Verbal Scale over the control group. The training group made significant gain scores on the PFT over the officials and the control group, but there was no difference in social status.