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Título: Procedural and declarative knowledge of ball-catching in children with physical disabilities
Knowledge of ball-catching in children with physical disabilities
Autores: Kourtessis, Thomas
Fecha: 1993
Publicador: McGill University - MCGILL
Fuente:
Tipo: Electronic Thesis or Dissertation
Tema: Children with disabilities.
Motor ability in children
Cognition in children
Ball games
Descripción: It was hypothesized that children with physical disabilities would show a deficit in procedural and declarative knowledge of ball catching compared to age-matched non-disabled children. The first group of children consisted of sixteen children with physical disabilities, three girls and thirteen boys, aged from 6 years and 5 months to 12 years and 6 months. Sixteen children, five girls and eleven boys, comprised the second group. Their age range was from 6 years and 4 months to 12 years and 2 months. All children were tested individually.
Procedural knowledge of ball catching was measured by a 15-task ball-catching hierarchy. The difficulty of the tasks ranged from easy, static tasks to more difficult ones which required some expertise. Non-disabled children demonstrated higher scores in procedural knowledge than children with physical disabilities. Higher scores in procedural knowledge of ball catching were also shown by older non-disabled children compared to their younger non-disabled peers, as well as by ambulatory children with physical disabilities compared to their non-ambulatory peers.
Declarative knowledge of ball catching was assessed by a 14-item multiple choice questionnaire. The two groups exhibited very similar declarative knowledge. Moreover, no differences regarding declarative knowledge were found between older and younger non-disabled children or between ambulatory and non-ambulatory children with physical disabilities. Further investigation revealed that the association between procedural and declarative knowledge of ball catching was only moderate.
It was suggested that procedural and declarative knowledge do not develop at the same rate and a deficit in procedural knowledge does not necessarily lead to a deficit in declarative knowledge. The relationship between the two types of knowledge may be more complex than initially hypothesized. (Abstract shortened by UMI.)
Idioma: en