Short-Term Memory for Motor Skills in Mentally Retarded Persons: Training and Research Issues

Physical activity participation of persons with disabilities might be enhanced by careful application of motor behavior research to instructional settings. However, it is argued that this research is not easily stated in terms that are useful to practitioners. The purpose of this paper is to examine the relationship between theoretical research and practice, and to suggest research strategies that will translate findings into helpful information for instruction. A number of applied research strategies are proposed, intended to gradually move from laboratory-inspired problems to issues applicable in typical instructional settings. These strategies include a clear conceptual rationale for including people with disabilities in the research, task modifications, a powerful initial study, replications, investigating interactions, conducting comparative studies, modifying the unit of analysis, generalization, and instructional considerations.

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Short-Term Memory for Motor Skills in Mentally Retarded Persons: Training and Research Issues

Cited by 2 publications

References 34 publications

Motor perseveration during an “A not B” task in children with intellectual disabilities

Motor perseveration during an “A not B” task in children with intellectual disabilities

Motor Behavior and Individuals with Disabilities: Linking Research and Practice

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