Measurements of quality of life have been an important research focus in rehabilitation and medicine. Analyses indicated that for 12 persons with spinal cord injury significant quality of life domains identified through a ranking procedure were different from domains identified through small group discussions. If replicated with larger groups, we would advocate direct responses obtained through small group or individual discussions.

The purpose of this study was to establish validity and reliability evidence for the medicine ball throw test for kindergarten students, an underrepresented group in the literature. The subjects were 105 students, 5-7 years old, BMI 17.44 +/- 3.17 kg x m(-2), 43% female and 57% male. Intraclass correlation coefficients (ICCs) were used to examine reliability, and Pearson correlation coefficients and a paired t-test were used to examine validity. To accomplish this, the kindergarten students completed the medicine ball throw test on two different days and the modified pull-up test, the "criterion" measure, on another day. For the medicine ball throw, each student sat on the floor before throwing the medicine ball forward like a chest pass three times. The medicine ball throw was highly reliable both within 1 day (ICCs = 0.93 and 0.94 for day 1 and day 2, respectively) and across 2 days (ICC = 0.88), with all reliability estimates over the acceptable level of 0.80. The medicine ball throw scores were positively related with height (r = 0.34) and weight (r = 0.34), and there was a significant difference between the 5-year-old group (mean +/- SD; 111.78 +/- 34.93) and the 6-year-old group (135.60 +/- 39.77), t = -3.23, p = 0.002, which supports correlational and known-difference evidence of validity for the medicine ball throw test. Even though no correlation was found between the medicine ball throw test and the modified pull-up test, r = -0.04, other forms of validity evidence (i.e., known-difference and correlational) were apparent. In conclusion, the medicine ball throw test seems to be a valid and reliable measure of upper-body strength for kindergarten children.

The purpose of this article is to describe a successful physical activity program for students with autism. The content of this program, known as Success in Physical Activity, focuses on two areas: physical fitness and motor ability. Development of this activity program was based on adaptations of the Treatment and Education of Autistic and Related Communications-Handicapped Children (TEACCH) recreational structure program. The TEACCH recreational structure program includes the following elements: physical structure, schedules, and task organization. Each element is modified to adhere to the physical education environment and to accommodate the unique characteristics and preferences of students with autism.

To compare the effectiveness of a creative dance and a movement exploration program in relation to balance performance 26 mildly and moderately mentally retarded boys and girls (ages 8 to 13 years) were randomly assigned to one of the programs. Mean ages of the subjects in the dance and movement exploration groups were 10.5 yr. and 11.1 yr., respectively. Each group received 24 lessons of 30 min. each, in the 8-wk. program. Pre- and posttest distance on six balance-beam tasks and stabilometer performance subjected to multivariate analysis of covariance indicated no significant differences.

Children (ages 7 to 10 years) participated in a creative dance (n = 12) or traditional gross motor program (n = 13). Posttest stabilometer performance examined by use of a t test indicated a significant difference between the groups in of the creative dance group.