Age, Sex, Hearing Loss, and Balance in Development of Jumping by Deaf Children

Butterfield, Stephen A.; Ersing, Walter F.

doi:10.2466/pms.1987.64.3.942

Percept Mot Skills

1987

DOI: 10.2466/pms.1987.64.3.942

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Age, Sex, Hearing Loss, and Balance in Development of Jumping by Deaf Children

Stephen A. Butterfield

Walter F. Ersing

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1989

1999

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Cited by 5 publications

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“…Balance was assessed using the modified stork stand and heel-toe balance beam subtests from the short form of the Bruininks-Oseretsky Test of Motor Proficiency (Butterfield, 1987). Age, dynamic balance, and static balance contributed to the discriminant functions for jumping (Butterfield & Ersing, 1987a), kicking (Butterfield & Ersing, 1987b), catching (Butterfield & Ersing, 1988), throwing (Butterfield, 1989), and running (Butterfield, 1991). Gender did not contribute to function for any of the five skills.…”

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Motor Skill Performances of Children Who Are Deaf

Dummer

Haubenstricker

Stewart

1996

Adapted Physical Activity Quarterly

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The Test of Gross Motor Development (TGMD) was used to assess the fundamental motor skills of 91 girls and 110 boys aged 4 to 18 years who attended two schools for students who are deaf. Average hearing loss, determined by better ear average, was 96.94 dB (SD = 14.40 dB). Modifications to the procedures for administering the TGMD included visual demonstrations and the use of signing to communicate instructions. The raw score means of subjects aged 4–10 years who were deaf were lower than those of the TGMD standardization sample of same-aged children who could hear at six of seven age levels on both the object-control and locomotor subscales. However, there were relatively small differences in the mean scores of the two groups. Subjects with mature movement patterns for the throw, kick, jump, and run performed better on quantitative tests for those skills than subjects with immature patterns. Typical age and gender patterns of skill acquisition were revealed for both the qualitative and quantitative aspects of the fundamental motor skills examined.

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“…The most definitive investigations of the fundamental motor skills of persons who are deaf were conducted by Butterfield (Butterfield, 1986(Butterfield, , 1987(Butterfield, , 1989(Butterfield, , 1991Butterfield & Ersing, 1987a, 1987b). Butterfield's sample for these studies included 75 boys and 57 girls aged 3-14 years from schools for students who are deaf.…”

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Motor Skill Performances of Children Who Are Deaf

Dummer

Haubenstricker

Stewart

1996

Adapted Physical Activity Quarterly

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Physical Education for Deaf Students

Stewart¹,

Ellis²

1999

aad

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An ideal physical education program would be one that focuses on aspects leading to lifelong participation in and enjoyment of physical activity accompanied by appropriate fitness levels. Often, physical education classes are the only physical activity that many children receive throughout the day, and without them, an even greater number of children, including those who are deaf, would be prone to aspects associated with sedentary lifestyles. Schools need to involve their students in daily physical education classes. The emphasis of such a program should be placed on promoting physical fitness and developing skills that lead to a lifelong enjoyment of physical activity and healthy lifestyles. This paper reviews the literature on the state of physical fitness among deaf students and describes an exemplary physical education program that was implemented at a school for deaf children.

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Influence of Age, Sex, Hearing Loss and Balance on Development of Throwing by Deaf Children

Butterfield

1989

Percept Mot Skills

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Age, Sex, Hearing Loss, and Balance in Development of Jumping by Deaf Children

Cited by 5 publications

References 2 publications

Motor Skill Performances of Children Who Are Deaf

Motor Skill Performances of Children Who Are Deaf

Physical Education for Deaf Students

Influence of Age, Sex, Hearing Loss and Balance on Development of Throwing by Deaf Children

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